THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


S.  0.  BiOR 

LAWYER 
DALLAS,  TfcXAS 


LESSONS 


•IN- 


MUNSON   PHONOGRAPHY. 


BY  MRS.  L.   H.   PACKARD. 


S.     S.     PACKARD, 

1O1    East    T-wentv-third    Street,    :New    York. 


[ESE  lessons  were  originally  prepared  for  trie  PENMAN'S  ART  JOURNAL 
with  a  view  simply  to  present  in  popular  form  the  principles  of 
Munson  Phonography.  They  were  subsequently  revised  and  rearranged 
and  printed  in  separate  leaflets  to  be  used  in  the  Packard  School  of 
Stenography  in  connection  with  the  Munson  text-book.  Some  teachers  who 
have  adopted  them  have  expressed  a  desire  to  have  them  collected  in  a 
single  volume,  and  'the  author  has  acceded  to  the  request,  without  revision 
or  rearrangement,  adding  a  few  short  reading  lessons  to  give  to  the  book 
a  little  more  weight  and  symmetr 


COPYRIGHT,  1892,  BY  S.  S.  PACKARD. 


i  a 

LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.  L.  H.  PACKARD. 


No.    1. 


STUDYING  PHONOGRAPHY. 


a  fair  knowledge  of  English  and 
an  honest  desire  to  learn,  any  person  of  | 
ordinary  ability  should  be  able  to  master 
phonography,  and  to  attain  sufficient  speed 
therein  to  make  good  use  of  it  in  business.  | 
It  can  be  learned  from  books  alone,  but 
much  time  may  be  saved  and  discourage- 
ment avoided  by  having  a  competent 
teacher.  The  lessons  here  given  are  in- 
tended to  help  those  who  are  without  a 
teacher.  They  do  not  seek  to  supersede 
the  text-book,  but  merely  to  supplement 
it.  The  system  used  is  Munson's,  and  the 
principles  are  those  laid  down  in  the  Mun- 
son  text-book,  which  the  student  should 
have. 


Matorialx. 

A-ide  from  the  text-book  the  only  ma- 
terials required  are  a  pencil,  or  pen,  and 
ink  and  paper.  If  a  pencil  is  used,  the 
paper  should  be  neither  too  hard  nor  too 
smooth  but  with  a  surface  that  will  suf- 
ficiently resist  the  point.  For  pencil 
writing,  reporter's  note-books  containing 
ninety-six  pages,  ten  inches  long  and  four 
inches  wide,  may  be  bought  for  from  60 
to  75  cents  a  dozen.  They  are  bound  in 
brown  paper,  open  at  the  ends  and  ruled 
in  red.  Eed  ruling  is  preferable  to  blue. 
A  pad  or  loose  sheets  of  paper  may  be  used 
instead  of  the  book,  but  if  desirable  to 
preserve  the  work  for  reference  the  book 
is  better.  The  pencil  should  be  so  soft 
that  a  shaded  stroke  can  be  made  with  as 
much  ease  and  speed  as  a  light  one.  A 
good  gold  pen  with  fountain  attachment 
is  better  than  a  pencil,  though  most  learn- 
ers and  many  reporters  use  the  pencil.  A 


fine  steel  pen  should  never  be  used.  It  is 
well  to  practice  with  both  pen  and  pencil. 
The  ink  should  be  dark  without  sediment, 
and  limpid. 

How  to   Study. 

To  get  the  best  results  it  is  important  t<t 
devote  a  certain  time  to  the  study  each 
day.  It  is  far  better  to  study  or  practice 
fifteen  minutes  a  day  than  to  employ  three 
hours  at  one  time  and  then  lay  aside  the 
book  for  a  week.  The  necessity  for  much 
careful  reading  cannot  be  too  strongly 
urged.  Many  would-be  learners  have 
failed  to  master  the  art  because  they  did 
not  understand  the  value  of  reading.  If 
the  perfect  forms  become  familiar  before 
you  attempt  to  write  without  a  copy,  you 
will  not  only  make  fewer  blunders  but  be 
able  to  see  your  blunders  and  correct  them. 
This  is  important  if  you  have  no  teacher 
to  examine  your  work.  Acquire  a  habit 
at  the  outset  of  making  the  consonant  out- 
lines exact  in  length  and  curve,  and  of 
placing  the  vowels  properly.  You  should 
have  no  thought  of  speed  in  writing, 
neither  should  you  allow  your  pencil  to 
stop  midway  in  writing  a  word  to  consider 
how  it  is  to  be  finished.  Form  a  picture 
of  the  complete  word  in  your  mind  before 
you  begin  to  write  it,  then  write  without 
halting.  Let  all  thinking  be  done  between 
words.  Do  not  make  heavy  lines  light 
at  first  and  retouch  them ;  but  shade  with 
a  single  stroke  and  write  a  shaded  stroke 
just  as  quickly  as  a  light  one.  If  you 
cannot  do  this,  after  a  little  practice, 
your  materials  are  not  what  they  should 
be.  A  slovenly,  careless  style  of  writing 
at  the  beginning  will  lead  to  serious  trou- 
ble in  deciphering  illegible  phonography 
as  you  advance. 


LESSONS  IN   MUNSON   PHONOGRAPHY. 


LESSON  1. 

1.  In  phonography   each   sound  has  a 

Consonant  Stems,  Vowels  and 
Diphthongs. 

character  to  represent  it.     The  consonant 
sounds  are  represented  by  straight  and 
curved  strokes,  the  long  vowels  by  heavy 

CONSONANTS. 

dots  and  dashes,  the  short  vowels  by  light 

dots   and   dashes,  the  diphthongs  by  two 

KETTIR 

PHONOGRAPH 

GXA'UPLES 

dashes  joined. 

P 

\ 

p&y 

\ 

2.      DIAGRAM    SHOWING    THE    ORIGIN    OF 

B 

\ 

bay 

THE    CONSONANT    STEMS. 

T 

to 

®/O\          1  , 

D 

| 

So 

x_y    _^l^ 

CH 

/ 

cfia,\n 

3.      VOWELS. 

T 

/ay,  ,f%o 

•                    m     11              "1  at,  <wr    •'""  of 

tl 

gem 

are                all                |  2Sre               cost 

K 



kin,  quit 
care,  ache 

.                    i  .               1  ell  ,  her      _    UD 
«    ate            -   old              -|  st-r                  WP 

G 

_  __ 

go 

/« 

it               _    book 

P 

I 

/me 

A 

^— 

pAase 

• 

DIPHTHONGS. 

V 

v. 

uow 

•Jf 

"lice              *  oil              Hout                  P"1"6 

TH 

( 

<£b 

jty                  toy               lowl             >   P«" 

iTH 

f 

th"    • 

4.  Words  to  illustrate  the  sounds  of  the 

V 

vowels  and  diphthongs  : 

\ 

80 

Long  vowels.  —  Pa  made  me  all  those 

) 

acfr 

boots. 

Short  vowels.  —  ^4nn  set  it  on  Bum's 

Z 

\ 

zone 

foot.                                                r 

' 

rose 

Diphthongs.  —  My  joys  ho«c  leic. 

iSH 

J 

cAsiiso 
sure 

5.  Study  the  consonant  stems,  bearing  in 
mind  that  these  characters  as  well  as  the 

J 

vowel  signs  represent  sounds,  not  letters. 

m 

-^ 

<izu  re 
ineasui'0 

6.    While  the  consonant  sounds   have 

M" 

s—\ 

each   an  exact  representative,  the  vowel 

may 

scale  is  not  perfect,  though  sufficient  for 

K 

^~~^ 

no 

practical  purposes. 

NO 

>^/ 

sing 

a.  The  third  heavy  dot  represents 

hawk 

the  sound  of  e  in  me,  and  of  ea 

L 

r 

tow 

in  hear. 

^-  .^ 

Z>.  The  first  light  dot  represents  the 

i 

row 

sound  of  a  in  at,  a,  in  care,  ai  in 

W 

"^ 

way 

fair. 

^~- 

c.  The  second  light  dot  represents 

Y 

r 

you 

the  sound  of  e  in  met,  e  in  her, 

H 

^ 

A  ay 

i  in  sir. 

LESSONS  IN  MUNSON  PHONOGRAPHY. 


7.  Oonsonant  stems  have  three  posi- 
tions :  (1)  above  the  line,  (2)  on  the  line, 
(3)  ttuough  or  under  the  line. 


FIRST   POSITION. 


\  I  r 


SECOND   POSITION. 


THIRD    POSITION. 


-v-f-  -r--^.-    ^-^- 

8.  Vowels  and  diphthongs  have  three 
places  :  (1)  at  the  beginning,  (2)  middle, 
and  (3)  end  of  the  consonant  stem. 


Vowel  Places. 


9.  The  position  of  the  consonant  stem 
is  determined  by  the  place  of  the  vowel 
or  diphthong. 

FIRST   POSITION. 


\ 


bring  the  blank  pages  next  you,  and  write 
through  again  in  the  same  manner.  Thus 
there  will  be  no  space  wasted  and  no  ne- 
cessity for  moving  or  folding  the  book  at 
every  change  of  page.  Copy  each  phono- 
graphic character  precisely  as  you  find  it 
as  to  size,  shading  and  position,  and  write 
the  long-hand  equivalent  after  it.  Write 
the  sentences  at  the  end  of  the  lesson 
across  the  page  on  alternate  lines  with  the 
translation  below. 

12.  Do  not  copy  a  phonographic  outline 
until  you  know  what  word  it  represents, 
else  you  will  be  likely  to  write  it  incor- 
rectly. 

13.  Always  write  the  consonants  first. 

14.  Write  horizontal  stems  from  left  to 
right,  L  and  the  straight  stem  for  .R  up- 
ward (R  is  written  at  an  angle  of  30°  from 
the  line  to  distinguish  it  from  CR),  all 
the  other  stems  downward. 


WORDS  OF  ONE  CONSONANT  AND  ONE  VOWEL 
SOUND. 


SECOND   POSITION. 


THIRD   POSITION. 


y   /•//.,   VvJi   r-l 

X        -* / « f -I :v,^-. L  . 


10.  In  words  having  two  or  more  vowel 
sounds,    the  accented  vowel  governs  the 
position  of  the  consonant  stem. 

11.  When  you  have  become  somewhat 
familiar  with  the  consonant  stems,  vowels 
and  diphthongs,  and  have  learned  to  asso- 
ciate them  with  the  sounds  they  represent, 
translate  Lesson  I.    The  translation  should 
be  mado  :n  writing.    If  the  reporter's  note- 
book is  used,  two  columns  of  words  may 
be  written  on  each  page.     Beginning  on 
first  page,  write  on  alternate  pages,  and 
when  they  are  full,  turn  the  book  so  as  to 


,/ 


-\- 


_a-.LJ ...). ___VL__VI    i 


^rV-1 


..JL.tlJLj-..}_ ) ).-.! 

s->    '. 

-^~^-^~.f..-c~ 

^-                   •       i 
_.^t. ............  ^p.     ^r,.. 

<T  ^ 


3 


LESSONS  IN  MUNSON  PHONOGKAPH?. 


.£, 
\ 


DOT   AND   TICK   SIGNS   FOR    WORDS. 

a... jan,   and...*...  the......  ah_.! 

0,    oh,   owe  __/„._  awe  ..' _„!,__'..    LJ .V.  ..).*...JL...  i.  ...")._><_....  A....' 


of      ' 

who     vrtioro 

\  >^     '  C  ^  ^       - 

^   •/  -  T^ 

WORDS 

OP   ONE   CONSONANT   AND   TWO   OR 
MORE   VOWEL   SOUNDS 

> 

-IU-,-. 

.£  .£   \.    ).  <-s. 

•1  • 

Sentences. 


LESSONS  IN  MUNSON  PHONOGRAPHS 


BY  MRS.   L.   H.   PACKARD. 


No.  2. 

LESSON  II. 

WORDS    OF    OXE    CONSONANT    AND    ONE 

15.  After  translating  the  reading  lesson 

VOWEL  SIGT* 

Pa                doe              fie                o«i 

as  directed,  read  it  again  and  again  until 

pay               dough           few               a  » 
pea               aid                eve               u  1 

you  can  read  without  hesitation.     Then 

paw              awed            of                 w»l 
Poe              oilo               vie                ow> 

•write  Lesson  II.     Arrange  in  columns  a? 

pooh             add               vow             e!5 

before,    writing  the  longhand  first,  then 

ape                odd                view             il! 
ope               eyed             say                aisle 

the  phonographic  outline. 

up                die                see                isle 
pie                 dve                cea                lie 

In  writing  a  word  in  phonography,  first 

pew              Dow             saw              lye 

determine  the  vowel  place,  then  write  the 

bah               dew              sew               ear 
Bey               due               so                  ore 

consonant  stem  in  the  corresponding  posi- 

be                each             ace                air 
bee               etch              ice                ere 

tion. 

bow               itch               sigh               ire 

16.   Make  straight  stems  one  eighth  of 

ibeau              chew             soy                hour 
ebb                jay                sue                ray 

an  inch  long,  curved  stems  one-eighth  of 

by                  jaw                awes             raw 

an  inch  from  point  to  point. 

bye               age               eyes              row 
buy               edge             ooze              rue 

17.    Bear    in  raind  that   every   curved 

boy               joy               Shaw            rye 

foo'vv               Jew               show             Roy 

stem  is  a  quarter  of  a  circle. 

tea               caw              shoe              way 

18.  Make  the  shaded  stems  as  quickly 

toe               Coe               shy                weigh 
to                 coo               she               we 

as  light  oucs. 

two               ache             ash                woe 

19.  Write  every  word  by  sound.     Pay 

too               eke               ma                woo 
ate               oak               may              yea 

no  attention  to  silent  letters. 

eight            coy               me                ye 

eat               cow               maw             you 

20.  To  write  a  word  in  phonography, 

ought           Kew             my                ha 

(1)   determine  the  place  of  the  accented 

aught           gay               mow              hay 
at                  egg                mew              hoe 

vowel,  (2)  write  the  consonant  stem  in 

it                   guy               know            who 

the  corresponding  position,  (3)  write  the 

tie                 lay               aim               high 
toy               fee                am                how 

vowels  in  their  proper  places  against  the 

out                foe                knee             hf>w 
day               oaf                in                  Hugh 

stem.     A  vowel  preceding  the  consonant 

is  placed  to  the  left  of  an  upright  or  in- 

WORDS OF  ONE  CONSONANT  AND  TWO  OR 

clined  stem,  above  a  horizontal.     A  vowel 

MORE  VOWEL  SIGNS. 

following  the  consonant  is  placed  to  the 

Icy               alley            Ella              Ida 

rirjlit  of  an  upright  or  inclined  stem,  ~beloi? 

essay            allay            oily              boa 
easy             airy              eighty          iota 

a  horizontal. 

aloe              arrow           ashy             avowee 

21.    Words  pronounced   alike,  though 

In  May  we  aim  to  be  each  day  on  the 

spelled  differently,  must  be  written  alike. 

bay  to  row.     If  Roy  ought  to  pay  a  fee  to 

Doufjli  and  doe,  are  written  precisely  the 

Hugh  you  ought  to  be  the  payee       We 

same  in  phonography.    On  the  other  hand, 

saw  the  show  at  Kew  and  the  coy  foe  bow 

words  though  spelled  alike  if  they  are 

to  the  Jew  in  the  aisle.     The  Bey  may  be 

pronounced  differently  will  not  have  the 

ill  on  the  isle  all  day  and  die  at  eve.     We 

same  phonographic  outline. 

saw  Joe  aim  at  the  owl  in  the  oak  and 

2'2.  When  R  represents  the  .first  sound 

sigh  to  see  the  oak  so  high.      They  say 

in  a  word,  use  the  straight  sign,  which  is 

they  saw  all  who  owed  me  and  all  who 

always  written  upward. 

know  you. 

5 

LESSONS  IN  MUNSON  PHONOGRAPHY. 

BY  MRS.   L.   H.   PACKARD. 


No.    3. 


I,<:SM>\  in. 


Joining  Consonant  Stems  and  Placing 
Vowels  Between  Them. 


33.  Translate  Lesson  III.  m  writing,  ac- 
cording to  directions  for  Lessen  I.,  being 
careful  to  copy  the  outlines  exactly,  and 
observing  the  consonant  position  and 

23.  To  write  words  of  two  or  more  con-    vowel  p'ace. 
sonant  stems  it  is  necessary  to  learn  (1),  — 
how  to  join  stems  ;  (2),  how  to  write  them 

in  position  ;  (3),  how7  to  place  the  vowels. 

24.  All  the  consonants  of  a  word  must 
be  written  before  any  vowel  (except  the 
initial   diphthong  I)  and  joined  without 

stopping  the  movement  of  the  pen.  \       •  A     v  .  [• 

25.  A  shaded  and  a  H°hr  stroke  with  no    "  •  --\^..^,..     ..^....^. 
angle  between  them  should  be  written  so       V_         - — ^      \.  i  ./  u    ( 

that  the  junction  is  not  distinctly  marked  ;    „.^^^7^....J?:. ^**^      J*    L     >> \^ 

otherwise  a  partial  stop  would   occur  ai       .v  .11.      v_^/v  v 

the  junction  that  would  retard  the  speed.  V^  '       \     V0          /        I       >v 

26.  F-N,    F-NG,    V-N,    V-NG,   musi     .L---X- X—- <^...JJ 1.... 

have  an  angle  between  them  to  distinguish         ..  X  '^J' 

them  from  TH-N,  etc.  !• 

27.  M-8  and  H-Z  are  joined  without    "3^'~\ 
an  angle  ;  M-Z  and  H-S  with  an  angle. 

28.  The  first  upright  or  inclined  stem    _  ..7*7    >*— ^ X, 

must  be  written  in  the   position   corres  '  X^l^"""  • 

ponding  with  the  place   of  the  accented      '     ^r'V  k 

rowel. 

FIRST   POSITION. 
d 
SECOND   POSITION. 

^.^\....L^,..^... !S..±3 

THITJD   POSITION.  /\  '       )  ^_^, 

•S '"'"'  -Ary- 

Kules    for    VVriiin-;    Voivcls    Between 
Stems. 

29.  First  place  vowels  must  be  written  /  \?   t 

to  the  stem  that  precedes  them.  ?>\»  |  ./^  V 

30.  Long  second  place  vowels  must  be  _  _ 
written  to  the  stem  that  precedes  them.                                       '•*  L| 

31.  Short  second  place  vowels  must  be 
written  to  the  stem  that  follows  them. 

32.  Third  place  vowels  must  be  written 

to  the  stem  that  follows  them.  ' -* ,.x. 


6 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.   L.   H.   PACKARD. 


Xo.    4. 


LESSOX    IV. 


34.  For  convenience  in  giving  examples 
the  consonant  stems  will  be  hereafter  rep- 
resented by  capital  letters,  the  modifica- 
tions by  small  letters. 

SH,    L,    AND   R. 

35.  The  proper  use  of  the  signs  for  SH, 
L,  and  R,  which  are  sometimes  written  up- 
ward, sometimes  downward,  is  somewhat 

.  difficult  to  learn.  A  condensation  of  the 
rules  for  the  use  of  these  stems  is  here 
given,  and  hereafter  in  writing  lessons 
when  any  one  of  these  stems  is  to  be  writ- 
ten upward  the  letter  or  letters  it  represents 
will  be  italicized.  Thus  you  may  acquire 
by  practice  what  is  difficult  to  learn  theo- 
retically. 

RULES   FOR   WRITING   SH,    L,    AND   R. 

36.  SH,  L,  and  R  are  written  upward 
when  the  last  consonant  stem  and  followed 
by  a  vowel. 

"37.  They  are  written  downward  when 
the  last  consonant  stem  and  not  followed 
by  a  vowel. 

38.  Between  stems  they  may  be  written 
either  upward  or  downward,  the  direction 
depending  upon  the  ease  of  joining  and 
the  clearness  of  the  outline. 

The  above  are  the  only  rules  that  apply 
to  all  the  stems. 

39.  SH  is  written  downward  (1)  when  it 
•s  the  only  consonant  stem  of  a  word ;  (2) 
when  it  is  preceded  by  a  vowel  at  the  be- 
ginning of  a  word.      It   may  be  written 
either  upward  or  downward  when  it  repre- 
sents the  first   sound  of  a   word.      It  is 
written  upward  after  F. 

40.  L  is  written  downward  (1)  when  at 
the  beginning  of  a  word  it  is  preceded  by 
a  vow  el  and  f-°' lowed  by  a  horizontal  stem ; 


(2)  before  MP  or  MB;    (3)  usually  after 
a  half-length  or  double-length  N. 

41.  L  is  written  upward  (1)  when  it  rep- 
resents the  first  sound  of  a  word,  unless 
followed  by  MP  or  MB ;  (2)  before  a  down 
stroke;  (3)  when  it  is  the  only  consonant 
stem  of  a  word. 

42.  R  is  written   downward    (1)    when 
standing  alone  if  preceded  or  both  pre- 
ceded and  followed  by  a  vowel ;  (2)  when 
preceded  by  a  vowel  at  the  beginning  of  a 
word,  unless  followed  by  CH,  J,  TH,  or 
DH ;  (3)  before  M  and  H. 

43.  R  is  written  upward  when  it  is  the 
only  consonant   stem  and   followed   by  a 
vowel;     (2)  when  it  represents  the  first 
sound  of  a  word ;  (3)  when  it  is  followed  by 
CH,  J,  TH,  DH,  T,  D,  F,  or  V. 


44.  Write  the  following  words  with  care- 
as  to  consonant  position,  proper  placing  Oi 
vowels  between  stems,  and  writing  stems 
upward  when  the  letters  representing  them 
are  italicized.  Memorize  the  contractions 
before  writing  the  sentences  : 


came 

back 

bur 

alarm 

cake 

jam 

reap 

packing 

kick 

Madge 

pier 

taking 

meek 

much 

lap 

tucking 

ink 

chum 

pale 

becalm 

pack 

gage 

Zobe 

chimney 

pike 

patch 

bowl 

Geneva 

poke 

chap 

Zove 

Timothy 

peck 

peach 

live 

baggage 

peek 

cheap 

villa 

cabbage 

pick 

pitch 

lash 

package 

cap 

chip 

polish 

dimity 

cope 

shop 

fail 

fathom 

cape 

push 

folly 

depth 

cup 

fis/i 

failing 

entomb 

keep 

fishing 

par 

betake 

bag 

fis/iy 

parry 

following 

bog 

ripo 

party 

feeling 

bake 

rob 

mocking 

poetic 

beck 

rap 

making 

vivify 

check 

rope 

kicking 

monotony- 

beg 

pour 

caging 

anatomy 

big 

robe 

timing 

manag-ing 

beak 

bore 

taming 

apology 

cab 

rub 

teeming 

parody 

LESSONS  iN  MUNSON  PHONOGRAPHY. 


Contractions. 


,.-,  do..  .,  a'fa.l..  what. 

he,  him  y 


I. 


have  -----  ever.v*. 


gave-—-,  give-en  ......  .  but  .S 

that..\.-  them..'...   with.../.. 
shall  .....  should.  ..j.  which.:  /, 

from,  time  ......  was--..  these.A- 

Would  _->^.  ._  where.  ^'T--  for..>w 


(Contractions,  words  written  out  of  position,  and  con- 
•  sonants  represented  by  upward  stems,  are  italicized-.) 

1.     The  monotony  of  Hie  may  be  varied 
by  a  ride  in  the  park  and  a  walk  on  the 


dock  by  the  deep  sea.  2.  Few  who  know 
how  to  make  money  know  how  to  keep  it. 
3.  See  my  Kitty.  She  ought  to  be  rich 
and  ride  in  a  carriage  and  have  a  red  rug 
by  the  fire.  4.  Mamma  gave  Harry  a  book 
and  papa  gave  Mary  a  doll,  but  to  me  they 
gave  nothing.  5.  A  duty  may  a/so  be  a 
joy  if  we  but  make  it  so.  6.  They  came 
back  in  a  cab  with  us.  7.  We  should  owe 
no  money  to  the  poor  ;  we  sheuld  borrow 
no  money  of  the  rich.  8.  Shall  Timothy 
make  an  apology  to  avenge  the  wrong  he 
did?  9.  He  saw  the  deputy  talking  with 
Eli  in  Geneva.  10.  In  aZl  Gotham  you 
shall  see  that  time  and  money  may  both 
Zead  to  infamy.  11.  Agassiz  had  no  time 
to  be  rich.  He  did  what  he  saw  slnmld 
make  Mm  appear  to  many  who  had  no 
power  to  fathom  the  depth  of  love  and 
duty,  to  lack  alike  a  Zove  of  fame  and 
money.  12.  Talking  so  much  may  involve 
making  an  apotogy.  13.  Give  me  what 
I  ask  and  I  Zeave  you  to  say  what  you 
ttke. 


BY  MRS.  L.  h    PACKARD. 


ISTo.   5. 


LESSON    V 


EXAMPLES. 


45.  To  write  any  consonant  stem  half- 
length  adds  t  or  d  to  ir. 

46.  The  positions  of  half-lengths  are  as 

follows  :  Translate  Lesson  V.,  in  writing,  being 

FIRST  POSITION.  careful  to  make  the  half-length  stems  just 

half  the  length  of  the  full-lengths,  and 
\]      /     {.      )      J     f  >x'-^*-x    noticing  position. 

ORDER    OF    READING. 
SECOND   POSITION. 

1.  Vowel  before  the  stem. 
....l..y....V.,l,-^... C..~..^..^.^        2.  Stem. 

3.  Vowel  after  the  stem. 

4.  Halving. 

^  \         \      .  '* 

47.  A  half  length  and  a  full-length  or    -\       . X...-..\..... 

two  half-lengths  cannot  be  joined  unless     ,^ 

there  be  an  angle  at  the  junction.  .  /  ~ 

48.  When  the  present  tense  of  a  regular    - — £••       -  j-     '"/^ 1 

verb  ends  with  a  full  length  stem,  the  past      ,.   -7  .^     (»*  ")  >^ 

tense  is  written  by  making  the  last  stem  -  - 

half  length.     When  the  present  tense  ends 
with  a  half- length,  the  past  tense  is  formed 

by  writing  the  final  stem  full-length  and    ,^,. "..^-s..A, >?N.....^*  ..T. 

adding  a  half-length  T  or  D. 

EXAMPLES. 

/     s^ 

49.  All  words  ending  in  ted,  or  ded  must  j    ^ 

be  \vJ;tten  with  a  half-length  T  or  D.  \_  .  I 

50.  L  alone  half-length  is  Lt,  not  Ld.        --- -•/...I 7...^...^. 

*.  R  alone  half-length  is  Rt,  not  Rd.  v  ^ 

52    When  the  sound  of  T  or  D  is  im-       ^-N^ *  _  ^       .1'     ^x 

mediately   preceded  by  two  vowels,  the    '  -T**.^----/-       >|-^. 

stem  sign  must  be  used.  .  I 

08.   When  a  vowel  follows  T  or  D  at  the 

end  of  a  word,  the  stem  sign  must  be  used,  *  "-^^" ^^" ^i  "        i  "\>" 

as/y/fy,  knotty,  undo,  needy.    An  exception      v'    ^ 

is  sometimes  made  to  this  rule  in  the  case 

of  words  ending  with  ty,  but  this  is  only 

allowed  for  the  sake  of  shortening  certain      <"    /v] 

outlines. 

54.   A  half-length  T  or  D  may  be  de-      I"- 

tached  and  written  closely  to  the  preced-      li.     I—    'r\- 

ing  part  of  the  word,  when  if  j  rined  there    "        T.        ^" 

would  be  no  angle  at  the  junction. 

u 


LESSONS  IN  MUN8ON  PHONOGRAPHY. 


Kate   Choate  and  Her  Cat. 


.x_ 


^ 


BY  MRS.  L.  H.    PACKARD. 


No.   6. 


LESSON    VI. 

WORDS    IN    WHICH   THE    HALVING   CANNOT   BE 

USED. 

ONE   STEM,  HALF-LENGTH. 

Piped            lead              lady              monied 

poet             lied               ai(ed             rallied 

Kite              dot               toyed           iced 

cocked         allowed        road             deride 

Kate            doubt           pout             might 

reared          into              read              Monday 

ached           cheat           about           met 

locked          motto          ride              married 

cute              chewed         shout            light 

looked          lad                raid              bullied 

get                jot                 night            right 

liked             load              rood             buried 

good             jet                shoot            root 

taught         bought        east              lute 

MISCELLANEOUS. 

tight            bide              eased            wrote 

Pate              undue           chimed         epidemic 

bait              indeed          invite           notebook 

TWO    STEMS,   THE   SECOND    HALF-LENGTH. 

bet                uncut           auditory      copyright 

Copied          tepid            delight         repeat 

remit            cutting         title               captive 

coiled           tippet          dilute           refute             remitted      cadet            medley         timidly 

combed        timed           doled            rapid 

dot               docked         vital             politely 

tacked          kept             adored         repaid 

dotted          capped         vitally          rectify 

ticket           decked         choked         remote 

doubt           packed         headache     7~apid(y 

lived            edict            enact            wrecked 

doubted       timid            rating          uprooting 

touched       admit           elevate         wronged 

deed              ending          ignited         infidel 

deeded         talked          deluded        inviting 

TWO    STEMS,  THE    FIRST   HALF-LENGTH. 

date              attached      educate        refitting 

Detach         acting          bottom        avidity 
dotage          active           fighting       avoiding 
badly            cutting         fatal             evading 
getting        beautify      fatally         ending 
goodly          esteem          voting          knitting 

dated            adept           educated     wickedly 
cheat           debate          damaged      un  purified 
cheated        dodged         dilated          intended 
pity              adult            polluted       manifold 
pitied           dilute           evolved      undoubtedly 

notify          ratify           emetic         lately 

letting          written        motley         lottery 

NOTE.—  Contractions  and  letters  represented 

lightly          writing         medley         oratory 
little             rating          editor           headache 

by  up-strokes  are  italicised. 

T\VO    HALF-LENGTH    STEMS. 

A  lot  of  badly  taught,  untidy  folk,  not 
knowing  how  to  act,   loudly  knocked  at 

Cutlet           esteemed      midnight     modified 
obdurate      notified        ultimate      medicate 

the  door  of  a  cottage  and  asked  to  see  the 

detect           modulate     abdicate       estimate 

goodly  poet,  hut  was  not  admitted.      The 

beautified    meditate      latitude        detailed 

noted  infidel  who  headed  the  mob  put  a 

indicate       moderate    eradicate     aptitude 

foot  into  the  bedroom,  and  got  bit  by  ? 

THREE   STEMS,  THE    FIRST    HALF-LENGTH. 

cat  and  batted  on  the  head  with  a  boot  jack. 

Actively       petrify          bedroom      modifying 

He  backed  out  with  a  bad  headache,  ~but 

catalogue    bootjack      madcap        esteeming 

ready  to  fight  if  attacked.     The  deZuded 

nativity        butler           mid*/;ip        austerity 

poet  avoided    fighting   the    madcap,    ~but 

THREE    STEMS,  THE   SECOND    HALF-LENGTH. 

talked  of  inviting  him  poZiteZy  to  be  edu- 

Captive       pocketing    politely        inviting 

cated  in  oratory  .     Being  married  and  an 

capital          delighting   begotten      belittle 
capitally      unending     balloting      fanatic 
coveting      piloting        enacting      phonetic 

adept  in   debate,    he  coveted   the  job  of 
eZevatiug   the  untaught  fanatic   who   hud 

no   aptitude  in  reading,    and  ended   the 

THREE   STEMS,   THE    FIRST   AND    THIRD    HALF- 
LENGTH. 

cheat  with  undue  avidity  by  talking  him, 

Kidnapped  petrified       deducted      eradicated 
detected      intended      mutilated    indicated 

to   death.     Nobody   pitied  him,    and  he 
packed  an  antique  bag  and  eZoped. 

modulated  medicated   estimated    moderated   i 

11 


LESSONS  IN  MUNSON  PHONOGRAPHY. 

BY  MRS.  L.  H.   PACKARD. 


No.  7. 


LESSON    VII. 


Lengthening. 

55.  To  write  any  curved  stem  double 
length  adds  tr,  dr,  tJir  or  dhr  to  it. 

56.  The  positions  of  double-length  hori- 
zontals and  up-strokes  are  the  same  as  for 
bingle-lengths. 

57.  The  positions  for  down-strokes  are  : 
First  position :   Resting  on  the  line. 
Second  position :   Equally  divided  by  the 

line. 

Third  position  :   Three-fourths  below  the 
,     line. 

58.  Begin  to  write  every  double-length 
stem  the  same  distance  from  the  line  as 
for  single-lengths,  with  the  exception  of 
the  first  position  down-strokes,  which,  in 
order  to  rest  on  the  line,  must  be  begun 
half  the   length  of  a  T  higher  than  for 
single-lengths. 

ILLUSTRATION    OF    POSITIONS    OF    DOUBLE 
LENGTHS. 


59.  When  a  vowel  is  written  after  a 
double-length  stem,  it  is  read  before  the 
syllable  represented  by  the  lengthening 
principle. 


Shatter......      ____  shudder.. 


shooter  ._.._/__.  ...Luther... 


nature neither. 


....after..  .....  I.......  order  _____  - 


altar..      ...  orator.  _, 


Arthur..     ...hither 


.feature 


ardor... 


.entire...     ..metre. 


61.  OKDEB  op  READING  : 

1.  Vowel  before  the  stem. 

2.  Stem. 

3.  Vowel  after  stem. 

4.  Halving  or  Lengthening. 


father../..    ..letter.. 


60.  Lengthening  may  represent  the  fol- 
lowing syllables  :  ter,  der,  tar,  tor,  thur, 
ther,  tyr,  ture,  dor,  tire,  tre. 


13 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.   L.   H.  PACKARD. 


No.    8. 


LESSON    VIII. 


In  writing  this  lesson  be  careful  to  make 
double-lengths  fully  twice  as  long  as 
single-lengths  (it  is  better  to  make  them 
too  long  than  too  short),  and  to  observe 
the  rules  for  position. 


After 

fatter 

feather 

future 

fodder 

thither 

Esther 

oyster 

shudder 

shooter 

mitre 

metre 

matter 

mother 

mutter 


heather 

under 

neater 

neither 

latter 

letter 

litter 

.Luther 

alter 

orator 

order 

waiter 

weather 

wider 

loitering 


interim 

metric 

orderly 

hitherto 

muttering 

entering 

invader 

diameter 

interval 

underlie 

undergo 

underpay 

undertake 

undertook 

undertaking 


intervolve 
interfere 
inter/ope 
underjaw 
underbid 
underfoot 
afterthought 
motherhood 
1.   After  an  interview 


interrupt 

interrupted 

alternate 

alternately 

alternating 

interviewed 

underwood 

astronomy 

with  an    orator- 


named  Underwood,  Arthur  undertook  to 
see  the  father  and  mother  of  .Luther  ;  hut 
they  would  not  be  interviewed,  so  in  order 
not  to  interrupt  them  or  interfere  with  what 
they  had  interdicted,  he  asked  them  to 
write  a  fetter,  which  after  an  interval  they 
engaged  to  undertake.  2.  Esther  bought 
a  China  aster  after  Easter,  and  put  it  in 
the  theatre  by  the  heater,  where  it  died  for 
Zack  of  water.  3.  The  /aughter  of  the 
waiter  so  annoyed  the  hatter,  who  was  nc 
fighter,  that  undertaking  to  eat  an  oyster 
he  trns  choked,  which  made  the  invader 
shudder. 


LENGTHENING. 


Positions. 


XV.  - 


\     ^— 


\  ^  —  —  r 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.   L.  H.  PACKARD. 


No.   9. 


LESSON   IX. 


Circles  and    Loops. 

62.  Every  word  in  the  language  can  be 
represented  by  the  simple  consonant  stems 
and  the  vowel  and  diphthong  signs,  yet 
the  outlines   would   often    be    awkward, 
long,  and  difficult.     In  this  lesson  we  have 
short  forms  for  s,  ss,  sz,  st,  z,  zz,  zs,  zd  and 
str.     In  some   cases,    however,    the  stem 
signs  must  be  useu. 

When  the  Stem   Must    be  Used   for   S 
and  Z. 

63.  The  stem  must  be  used  for  z  (1)  at 
the  beginning  of  a  word  ;  for  s  or  z  (2) 
when  it  is  the  first  consonant  of  a  word 
that  begins  with  a  vowel  ;  (3)  when  it  is 
the  last  consonant  in  a  word  and  followed 
by  a  vowel  ;    (4)  when  followed  by  two 
concurrent  vowels  ;  (5)  when  preceded  by 
two  concurrent   vowels,  if   there  is   only 
•one  other  consonant  stem. 

EXAMPLES. 

v_ 

z  o  r  o.  .»-  -  -&s  fc.  .rrr. .  -pus  s  y_ 

K 

'  izzy.  ...i«_see  ing...i — ,.pious__ — A_ 


64.  At  the  beginning  of  a  word  a  small 
•circle  represents  the  sound  of  s.  Between 
stems  or  at  the  end  of  a  word  it  represents 
-s  or  z. 

EXAMPLES. 


saf  e-. 


.,b— 


ze.,b—  d  isc 


65.  A  large  circle  represents  ss,  zz,  sz  or 
•zs  with  the  vowel  occurring  between  them. 
•(This  vowel  may  be  written  within  the 
•circle,  but  unless  accented  it  need  not  be 
v.-ritten  at  all.) 

EXAMPLES. 


fcas  is.?Q 


.b. 


L.d  ozes.  JQ..possess.:< 


66.  The  small  loop  (one-third  the  length 
•of  the  stem)  represents  »t  or  zd,  having  no 
vowel  between. 

EXAMPLES. 

stoop..  s... 


67.  The  large  loop  (two-thirds  the  length 
of  the  stem),  never  used  initially,  repre- 
sents str,  with  the  vowel  between  t  and  r. 

EXAMPLES. 

faster.  —  dusten_UT..casto.r.:  _  Jlusterre., 

68.  Turning  a  small  circle  on  the  oppo- 
site side  of  a  large  circle  or  large  or  small 
loop  adds  an  s  or  z  sound,  which  is  the 
final  sound  of  the  word. 


_xv:-'. 


AL 


Te  cesses  ____  AL  .....  boasts  ..... 


masters. 


fosters 


69.  An  initial   circle  always  represents 
the  sound  of  s  as  in  safe. 

70.  No  sound  can  precede  an  initial  circle 
or  loop,  nor  follow  a  final  circle  or  loop. 

71.  When  a  circle  or  loop  occurs  be- 
tween stems,  it  is  read  after  the  first  stem 
and  the  vowels  written  to  it. 

72.  Cross  the  line  in  writing  a  circle, 
but  not  in  writing  a  loop  between  stems. 

73.  A  circle  must  be  perfect  when  initial 
or  final ;  between  stems  it  need  not  be. 

74.  When  two  circles  are  written  to  one 
straight  stem,  be  careful  not  to  curve  the 
stem. 

75.  A  circle  or  loop  must  be  written  on 
the  right-hand  side  of  a  straight  down- 
stroke,   on  the  upper   side  of  a  straight 
horizontal,  on  the  left  side  of  an  upward 
R,  on  the  concave  side  of  all  curved  stems, 
on  the  outer  side-  of  the   angle  between 
two  straight    stems;    on  the  concave  side 
of  the  curved  stem  when  it  occurs  between 
a  straight  and  curved  stem. 

76.  ORDER  OP  READING  : 

1.  Initial  circle  or  loop. 

2.  Vowel  before  the  stem. 

3.  Stem. 

4.  Vowel  after  the  stem. 

5.  Halving  or  lengthening. 

6.  Final  circle  or  loop. 


14 


LESSONS  IX  MUNSON  PHONOGRAPHY. 


77.  Practice  making  circles  and  loops 
on  the  consonant  stems  until  you  can  make 
them  easily  and  perfectly,  then  translate 
the  following  words  with  great  care  : 


. 


X3=4^X^1 


.- 

Q      i     ^  ____       ^  __ 


Contractions. 

aSj  hasJLis,   his — -  possible -ly-^!. 

first  _\*a.-  next..-^-^.  almost  .^^_- 

spoke-A special..  A  . .  speak..e_ 

The  Sick  Lion. 


\s- 


~i~v 


A-v 


i- 


..*?.../... .<*^....^.. 


^     \L 


/" 


la 


LESSONS  IN  MUNSON  PHONOGRAPHY, 


BY  MRS.  L.   H.   PACKARD. 


No.    10. 


LESSON    X. 

DOUBLE-LENGTH,    INITIAL    OR    FINAL    CIRCLE, 

r\r>     T>/~VT>TT 

WORDS 

IN   WHICH   THE   STEM   MUST  BE   USED 

Cinders 

\JK^~    L>\J  i  n, 

centres        slaters 

Arthur's 

FOR   S   OR   Z. 

saunters 

senators       natures 

mothers 

Espy 

estate           Macy 

juicy 

psalters 

smothers      features 

matters 

aske\y 

astute          lasso 

sighing 

INITIAL   SMALL   LOOP 

acid 

zany              -Lucy 

rosy 

aspire 

zebu             mossy 

essaying 

Stock 

style             state 

store 

assume 

Jessie           tipsy 

seeing 

stick 

stale             stage 

steer 

stem 

star              stitch 

stove 

INITIAL  CIRCLE. 

steam 

starry          stab 

sting 

Sip 

sing              slowly 

skip 

steal 

stiff              steep 

stung- 

some 
seem 

sallow           singing 
silly               sitting 

scope 
sphere 

FINAL   SMALL  LOOP. 

soon 
sash 

soap             sleep 
south           slave 

saving 
sneak 

Cast 
coast 

chest            yeast 
post              used 

waist 
haste 

soil 

soothe          spire 

snake 

gust 

nest              lost 

hissed 

sire 

sieve            spear 

sweep 

gist 

must            raised 

amused 

sorrow 
seek 

spy               speck 
such             spoil 

swim 
Smith 

jest 

hoist             roost 

amazed 

soul 

sage              ceiling 

summary 

LARGE   LOOP. 

FINAL  CIRCLE. 

Taster 

faster           lustre 

jester 

Pace 

puss 

case              copies 
keys             fix 

Venice 
famous 

toaster 
.Lester 

vaster          castor 
pastor          nestor 

j'oster 
pester 

miss 

guess            knocks 

vex 

LARGE   CIRCLE. 

lose 

gaze             makes 

paths 

rose 

eggs              mix 

induce 

Season 

poses           tosses 

excise 

vase 

does              rocks 

announce 

schism 

axes             accuses 

desist 

nose 

odes             notice 

fox 

society 

kisses           gazes 

insist 

ax 

knees           demise 

takes 

ox 

knows          reduce 

Chinese 

WORDS 

ENDING    WITH     LARGE 

CIRCLE     OR 

INITIAL  AND   FINAL  CIRCLE. 

LOOP,  WITH   SMALL   CIRCLE  ADDED. 

Space 
spice 
sobs 

sex               sleeps 
slice              snaps 
sashes           sweeps 

savings 
slowness 
spheres 

Possesses 
abscesses 
excesses 

posts            mists 
dusts            guests 
coasts           lists 

posters 
castors 
masters 

sinews 

soothes        spikes 

snubs 

suffice 

stays            snakes 

smokes 

MEDIAL  LOOP. 

since 
seems 

cities            snuffs 
suppose       surveys 

service 
sadness 

Justify 

testify 

vestry          district 
costly           abstract 

earnestly 
majestic 

MEDIAL  CIRCLE. 

pastry 

disturb         honestly 

Amsterdam 

Passage 

risk               tusk 

missile 

MISCELLANEOUS. 

passing 
poising 
insane 
teasing 
losing 

gusto            chosen 
exit               choosing 
unsafe         raising 
facing           tacit 
honesty       decide 

rising 
missing 
facile 
docile 
fasten 

Safe 
face 
safes 
staff 
faced 

deceased      nice 
such              signs 
stitch           signed 
chess            nights 
chest            sender 

mass 
masses 
masts 
master 
masters 

HALF-LENGTH   WITH   INITIAL 

OR    FINAL 

faces 
foster 

Chester        notes 
chests          enters 

rose 
roses 

CIRCLE. 

fosters 

Chester's      notice 

recesses 

Soft 
slight 
slate 
tights 
fits 
cuts 
smite 

senmed         sweet 
sacked         signed 
spite             sent 
nights          sobbed 
gates             arts 
boats            rats 
boots            bites 

sagged 
sound 
senate 
heats 
heads 
waits 
puts 

soft 
fates 
stuffed 
softer 
seem 
seemed 
steam 
steamed 

cheats          notices 
sob                noticed 
sobs              slight 
stub             slights 
stubs            slighter 
bus               sake 
busses          case 
bust             cases 

roast 
roasts 
roaster 
roasters 
excessive 
incisive 
lobster 
bolster 

HALF-LENGTH.    INITIAL    AND    FINAL    CIRCT.F.S. 

mist 

busts            stake 

monster 

misses 

boast            cased 

Munson 

Skates 

slights          scents 

spites 

mists 

boasts          Sussex 

ministry 

sects 

slates            sounds 

spouts 

musters 

boaster        success 

sophistry 

saints 

sweets         sorts 

smites 

cask 

boasters       costs 

aistry 

salts 

sifts              swords 

sands               mask 

sign              coasters 

astry 

LESSONS  IN  MUNSOM  PHONOGRAPHY 


BY   MRS.    L.    H.   PACKARD. 


No.    11. 


LiESSOV    XI. 


Brief  Miiiis. 

78.  The  brief  */'//'*  are  used  in  the  place 
of  consonant  steins  when  the  stems  would 
make  an  awkward,  difficult  cr  indistinct 
outline.  The  learner  is  liable  to  fall  into 
the  error  of  using  them  indiscriminately, 
imagining  that  because  they  are  small  they 
can  be  more  (prickly  made  than  the  stems. 

70.  The  right  or  left  half  of  a  small  cir- 
cle represents  IT.  and  is  used  before  T,  D, 
('.//.  •/.  *H,  F  and  T'.  and  sometimes  be- 
fore U,  A~,  G  and  SG. 

..I. -.  \Ved-  -/.. wedge  . ?  •  _,  wake 


fin  the  combination  ich,  li  is  always 
sounded  first,  and  should  therefore  be 
written  first.  ) 

-"rt.Whet  -yrr>>-  hum  _______  hymn.. 


.  Ss^_  he  avy  .  .  is~^_  .  home  ly  .....  _____ 
83.  A  dot  is  used  for  //  before  a  vowel 
which  is  followed  by  P,  13,  F  or  T'.  and 
sometimes  before  other  consonants  when 
the  outline  can  thereby  be  improved. 


waif         . . unwashe d 


80.  The  upper  or  lower  half  of  a  small 
circle  represents  the  consonant  sound  of 
F,  and  is  used  before  T,  D,  K.  G,  L,  It 
(upward),  F,  A*  and  ^[. 

..  Utica  __/? 


>j.._ 


:s-u\j— -.  unyoke._M/:1    utility 

81.  The  sign  for  _V.  which  for  want  of  a 
better  name  -we  will  call  the  in  curl.,  repre- 
sents the  syllables  en,  in,  fin,  is  used  only 
before  a  circle,  and  not  then  if  the  stem 
can  be  easily  joined. 


-.  Unceremonious 


enslave.  .(b\_  unsullied... 


Happiness  ..habitual..., 

>' 

84.  A  dot  is  used  for  ///;/  after  a  half- 
length  P.  B.  J/;  H.  Y,  L  fdownwnrd).  and 
in    all  cases   where  the  stem  JYTr  cannot 
easily  be  joined.     It    is   also  used  after  a 
contraction.     There  is  an  inclination  to  use 
the  dot  in  other  cases,  but  it  should  never 
be  employed  when  the  stem  sign  makes  a 
good  junction. 

^. 
.A;  Betting        bidding  ...'.hiding] 

85.  A  small  circle  is  used  to  represent 
infjx  after  a  half-length  P,  B,  M,  H,   Y,  L, 
and  after  a  contraction. 

..'.-".--mattings.. beatings 

86.  Be  careful  to  write  the  brief  signs 
for  IF,   Fand  //  as  they  are  found  in  the 
reading    lesson.       If   they   are   made    too 
large  there  is  a  liability  of  mistaking  them 
for  half-lengths. 


82.  A  ver'-i'1--''!  line,  one-fourth  the  length 
of  a  T,  called  a  tick,  represents  //,  and  is 
joined  to  w  .c  the  boainning  of  a  word. 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


jCJC^ 


.•L...Q. 


.^••--1-0- 


-V 


Contractions. 

I  / 
.will-xr..... what..  I which/.. 

....your.>rr.  ....CQme.™r—.  .would  T^v. 


Tne  Peasant  and  the  Lawyer. 


•y- 


o 


18 


LESSONS  IN  MUNSON  PHONOGRAPHY 


BY  MRS.   L.  H.  °*CKARD. 


No.   12. 


LESSON    XII. 

'  '  My  master  makes  a  feast  this  night,  and 
I  wish  you  to  come  early  and  enjoy  it  as  my 
guest."     Watch  wagged,  his  tail,  as  much 
as  to  say  he  icould  come,  and  as  he  lay  wink" 
ing  in  the  sun  he  thought  of  all  the  nice  tid- 
bits he  would  have,  until   he  had  in   his 
thoughts  tasted  a  feast  fit  for  a  king,  and 
listened  to  the  wedding  toasts.     The  time 
came  and  he  set  off  for  the  house.     He  saw 
all  busy  making  ready  for  the  master's 
feast.     As  he  watched  the  cook  wash  and 
boil  and  roast  and  baste  the  meats,  he  said: 
'  '  How  happy  /  am  that  I  came.     /  do  not 
get  such  happiness  as  this  many  days  of 
my  Zife.     I  will  eat  enough  to  Zast  me  both 
this  day  and  to-morrow."     So  saying,    he 
wagged  his  tail  with  such  force  that  the 
cook,    unhappiZy  for    him,    noticed    his 
antics,  and  taking  a  whip  which  she  ke^v, 
for  such  purposes,  she  gave  him  a  beating, 
which  sent  poor  Watch  yeZping  away,  with 
not  a  taste  of  the  feast  he  had  expected  so 
much  to  enjoy.     He  fell  to  the  earth,  and 
as  he  walked  away  to  hide  his  shame,  he 
met  some  of  his  fellows,  who  asked  how  he 
had  enjoyed  the  wedding  feast.     "  Why," 
said  he,  "  I  was  so  well  feasted  that  I  do 
not  know  how  /  got  out  of  the  house.  " 
Uninvited  guests  seZdom  have  the  happi- 
ness of  meeting  a  smiZing  host. 

WORDS   IN   WHICH   THE   BRIEF   SIGNS   ARE 
USED. 

Wage        yellower      whale            bub 
waged       Utah            whaler           hobby 
wages        Utica           wheat            hope 
witching  Eureka         whig              hopes 
witches     eulogy          whim             hopeless 
wed           yoke             whipped        hip 
wedded     yokes           whiplash       h3rpothecate 
wedding   yoked          whisk            hypothetic 
wife          yelp              whitewash    hypothesis 
wives        yelping        whittle          hypothenuse 
widow       unseal          white-lead     matting 
wash         enseam        Whitsuntide  patting 
washed     insulate        half                biting 
washing    insulator     heft                betting 
weft          insulated     halve             boating 
woof         unsolicited  halving         putting 
weave       unsullied     half-mast      hating 
waving     whet            haply             heating 
weaving   wheeze         unhappy        hooting 
winked     wheezes       hapless          yachting 
wagged     whist            heap               meetings 
yellowish  whack          heaped          beatings 

Gyp  and  His  Friend. 

(Contractions,  words  out  of  position  and  con- 
sonants represented  by  upward  stems  are  ital- 
icized.) 

A  yeZlow  dog  named  Gyp,  whose  master 
made  a  wedding  feast  for  his  son  who  had 
come  with  his  lately  wedded  wife  to  his 
father's  house,  and  invited  many  guests, 
said  to  hismate,  a  white  dog  named  Watch, 

LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.   L.   H.   PACKARD. 


No.   13. 


LESSON    XIII. 


Initial    Hooks. 

87.  An  initial  hook  is  written  at  the  be- 
ginning of  the  stem  and  read   after  the 
stem  and  the  vowel   which  precedes  it. 
There  are  four  initial  hooks.     They  repre- 
sent the  sounds  of  I,  r,  w  and  y. 

88.  When  no    distinct     vowel    sound 
occurs  between  Z,  r  and  w  and   the  pre- 
ceding consonant,  a  hook  may  be  used  in- 
stead of  the  stem.     It  follows  that  a  hook 
can   never  represent    the  first    consonant 
sound  of  any  word. 

89.  As  the  y  hook  is  employed  in  phrase- 
writing  only,  its  use  will  be  explained 
hereafter. 

90.  The  I  and  r  hooks  are  written  on  all 
stems,  the  Z  hook  being  small  on  straight 
stems  and  large  on  curved  stems. 

91.  The  w 
stems  onlv. 


95.  The  rules  for  writing  L.  R  and  SH 
are  observed  in  writing  hooked  stems,  ex- 
cept in  the  case  of  Rl,  which  is  generally 
written  with  the  upward  sign  for  R. 


..official 


^, «  •    *    * .,  • — i^          ,    <_  ^// 
«\-....Qf  f  ic  ially gnarl.j^-^rgnarly 

^> 

96.  A  circle  may  be  written  to  any  hook 
and  is  always  read  before  the  stem  and  the 
hook. 

.'Iset  tl  e-Sw.-  ,safely.}s».saf  en ..  ,_s  inner 


hook  is  written  on  straight 


Pr 


Kl 


•Kr 


S^y  Nr  \  Pw 


P 


Pr 


97.  Instead  of  writing  the  cncle  in  the- 
r  hook  on  straight  stems,  it  is  written  on 
the  r  side ;  the  large  circle  and  small  loop 
which  cannot  be  written  within  a  circle 
may  be  written  on  the  r  side  of  a  straight 
stem.  When  a  circle  is  thus  written,  it 
indicates  that  an  r  sound  immediately  fol- 
lows the  stem. 


92.  A.n  initial  hook  is  read  immediately 
after  the  stem  upon  which  it  is  written. 

^v  V  1.  '0 

...:..ply.,...  _...fly.....L..t  ray..  _NL_af  fray 

...„  apply_P. twice. \.acquire 

93.  An  initial  hook  may  be  written  to  a 
stem  which  is  preceded  by  another  stem. 


!_.:K\.. paper... .manner 


equire 


94.  It  is  not  always  possible  to  make  a 
medial  hook  perfect  and  at  the  same  time 
make  it  easily,  but  it  can  be  made  phiin 
enough  for  practical  purposes,  and  should 
always  be  written  in  such  a  way  sis  not  to 
interfere  with  speed. 


..l*s  tray..  Il.setter.._Q.  sister. 


•-..Lstutter 
...q.'.  .disaster 


stagger..  ..y:  .destroy.. 

98.  When  a  circle  and  r  occur  between 
stems,  it  is  often  more  convenient  to  write 
the  hook  than  to  indicate  it  by  writing  the 
circle  on  the  r  side.     In  such  cases  the 
hook  is  always  used. 

99.  ORDER  OP  READING  : 

1 .  Initial  circle  or  loop. 

2.  Vowel  before  the  stem. 

3.  Stem. 

4.  Initial  hook. 

5.  Vowel  after  the  stem. 

6.  Halving  or  lengthening. 

7.  Final  circle  or  loop. 

100.  In  writing  the  lesson  be  careful  to 
make  the  hooks  of  the  proper  size. 


.Arrr..baker. .ATT.. .joker... [....,,. .nigger  ; 

••••• 

3.. ./^r:.. gavel.- '..calmly 


i^bfiUNS  .07  MUXSON  PHOBUGRAPHY. 


A  Queer  Family. 


Contractions. 

*orth  \_.  .was.,  ..when_..A.were 

her.^\..could.^_i..people.5L..  Mr. 

"brother  ,  number. .  V ... dif f  iculties. . 

C0 

\     ^ 

belong-ed-ing... -^-.....believe-f.S.. 


21 


LESSONS  IN  MUNSON  PHONOGRAPHY, 


BY  MRS.   L.   H.   PACKARD. 


No.   14. 


LESSON   XIV. 

TWO     STEMS,   T"HE    SECOND     HAVING    INITIA1 

CIRCLE   AND   HOOK. 

ONE  STEM,   INITIAL  HOOK. 

Display        peaceable     fastener       feasible 

Claw             apple           shrew           float 
craw             apply            shrewd         awful 

disable         peacefully  visible          vesper 
descry          desperate     Jasper          dispraise 

A 

clue              upper           usher           afloat 

MISCELLANEOUS. 

crew             prow            ushered        afraid 

clad              prate            azure            easily 

Play             black            inquest        gloom 

crate            plate            threat          oral 

pray             blacker        twinkle        clamor 

Troy            bray             either           error 

plate            blackest       inquire         clear 

outer           blight          flow              quit 

prate            quick           require        fre.«7i 

odor             bright          free              twit 

splay            quicker        squire           fresher 

spray            quickest       esquire         fres/ily 

TWO     STEMS,     THE     FIRST      HAVING     INITIAL 

split              qualm          squib            rostrum 

HOOK. 

sprite           trick            squabble      plead 

quite            stroke          squeeze        pleading 

Track           twill             twig             twitch 

squat            strict            squeal           braid 

clock            quill             flag               freely 

tray              trickle         twice            braiding 

click             query           twilight       flower 

trait             struggle       tweZve          plating 

pluck           tweak          twill            Flora 

twist            quake           twirl            implacable 

TWO     STEMS,    THE     SECOND    HAVING    INITIAL 

stray            quaker         measure       inscrutable 
straight       queer           measured     flexible 

HOOK. 

strut            queerlv        gleaner        watchful 

Cackle          channel       animal         shuffled 

strike           bequeath     glibly           wishfully 

cookery       pickls          astray          fabled 

striker         bequest        glacial          womanly 

couple         poodle         locker          replied 

caper           powder        Zabor            rippled 

camel           busily          manner        Zibeled 

comer          shuffle          bushel          hobbled 

A  Queer  Family. 

gabble          s/iaker          cheaper       regret 

(CONCLUDED.) 

gable            noble            finer             ingrate 

deeply          Mkeiy           favor           migrate 
double         Zocal             cackled        Zabored 

[Contractions,  words  written  out  of  position, 
and  consonants  represented  by  up-strokes  are 

chiefly          Mbel              cuddled       teisure 

italicized.] 

TWO      STEMS,      EACH      HAVING      AN      INITIAL 

But  Baby  was  a  source  of  pleasure  when 

HOOK. 

his  big  brother  was  thought  of.      1  hat  boy 

Plural          quibble        truckle        glazier 

was  always  in  the  way,  though  he  was  in- 

floral           honorable    truckled      glimmer 

variably  out  of  sound  ana  reach  when  nt. 

playful  '       trouble        twaddle       flicker 
plainly         troubled      twitcher      flavor 

was  needed.     He  was  not  bad,  but  some- 

queenly      quickly        fretful         pleasure 

how  he  was  not  good,  either.      '•'•His  stark 

twirl            blackly        glover          treasure 

were    unpropitious  "     (N-Pr-P-SHs),     his 

ONE   STEM,    INITIAL  CIRCLE  AND   HOOK. 

brother  Abraham  said.     "They  would  not 

Cycle            civil              signer          sever 

twinkle  for  him  worth  a  cent."    He  would 

settle           cypher         sinner          simmer 
eidle             suffer           soother        squaw 

play  exactly  ichere  he  pleased,  and  w  1><  n  he. 

played  where  he  pleased  he  got  into  trouble. 

ONE   STEM.   CIRCLE  OR  LOOP  ON   R   SIDE. 

If  he  played  by  the  dog  kennel,  the  dog 

Spry             saber            stupor          suitor 
spray           stray            stager          sadder 

would  spring  out  and  snarl  at  him.     If  he 

spree            straight       stitcher        cider 

played  in  the  stable,  it  was  certain  to  be  at 

sapper          screw           stalker         seeker 
separate      sprite           stagger        succor 

the  precise    time  when   old  Brownie   was 

supper         stouter        satyr            cedar 

switching  insects   away   and   would  take 

22 


LESSONS  IN  MUN30N  PHONOGRAPHY. 


./fob's  eye  for  a  fly.  If  he  visited  the  cook 
he  displaced  the  salt  and  pepper,  and  got 
mustard  in  his  eyes. 

Abraham  was  a  queer  feZlow,  too.  It  was 
almost  impossible  to  attract  Ms  notice  if  he 
was  absorbed  in  a  book.  Almost  every- 
thing  got  him  into  trouble.  If  he  was  set 
to  watch  the  baby,  the  poor  ZittZe  f  eZlow  would 
put  paper  in  his  mouth  or  climb  up  on  the 
table.  When  the  Zibrary  ceiZing  was  being 
frescoed,  he  climbed  up  the  Zadder  to  get 
out  of  the  way  and  crawled  up  on  a  bracket 
over  the  book-case.  The  Zaborers  moved 
the  book-case,  took  out  the  Zadder,  and  when 
finally  Abraham  Zooked  up,  he  was  soZitary 
in  the  great  room,  eight  feet  from  the  floor. 
His  sister  Grace  was  a  queer  girl,  too. 
She  was  as  sour  as  if  she  had  Zived  tweZve 
Zeagues  from  a  lump  of  sugar.  She  was  as 
cross  as  two  sticks.  But  it  was  not  strange 
belonging  to  such  a  father  and  mother.  She 
was  the  most  unlucky  girl  in  her  class.  If 
she  skipped  rope  it  invariably  tripped 
her ;  if  she  smeZled  a  particularly  pretty 
tiower  it  was  certain  to  prick  her  nose 


and  make  her  cry.  Indeed,  it  would  re- 
quire a  number  of  St.  Nicholas  for  me  to 
relate  aZl  her  difficulties  from  almost  any 
Monday  to  the  next  Saturday  night.  But 
what  eZse  could  you  expect  of  a  girl  with 
such  a  father  and  mother  as  Mr.  and  Mrs. 
Clapp?  What!  did  I  not  say  anything 
about  them?  You  must  be  satisfied  to 
know  that  the  father  was  a  night 
editor  ;  that  is,  he  wrote  every  night  for 
a  newspaper  that  had  to  be  sent  out  to 
thousands  of  readers  at  breakfast-£iw&«  next 
day.  So  he  had  to  sZeep  aZl  day,  and  that 
was  quite  enough  to  upset  any  house.  As 
for  the  mother,  she  belonged  to  a  first  fam- 
iZy.  Well,  we  aZl  know  what  first  famiZies 
are.  Adam  belonged  to  a  first  famiZy.  So 
did  Eve.  And  this  mother  was  so  busy 
belonging  to  a  first  famiZy  that  it  is  not 
strange  that  everything  was  so  queer.  This 
is  not  clear,  perhaps,  but  it  is  aZl  the  reason. 
/  have  to  give  just  at  present. 

And  I  have  no  moral  to  give,  either.  Any 
moral  that  icould  come  out  of  such  a  faniiZy- 
would  not  be  worth  having 


LESSONS  IN  MUNSON  PHONOGRAPHY, 


BY  MRS.   L    H.   PACKARD. 


No.   15. 


L.ESSON    XV. 


Special  Vocalization; 

101.  It  is  sometimes  best  to  express  I  or  r 
by  a   hook,   even  when  a  distinct  vowel 
sound  intervenes  between   the  consonant 
.so  expressed  and  the  preceding  consonant. 

A  vowel  written  in  the  usual  way  cannot 
be  read  between  the  stem  and  the  hook, 
but  must  be  read  before  or  after  both. 
When  the  vowel  is  to  be  read  between  the 
stem  and  the  hook,  it  must  have  a  differ- 
ent form  or  place. 

102.  A  heavy  dot  vowel  to  be  read  be- 
tween the  stem  and  the  hook  is  represented 
by  a  small  circle  written  before  the  stem. 


mar  ____  i^L.  rail 


103.  A  light  dot  is  represented  by  a  small 
circle  after  the  stem. 


107.  It  requires  some  thought  and  prac 
tice  to  determine  when  to  use  the  hook 
and  when  the  stem  sign  for  I  or  r  if  ti 
vowel  intervenes  between  it  and  the  pre- 
ceding consonant  stem.  Special  vocaliza- 
tion is  used  (1)  in  many  common  words  oi 
one  syllable,  such  as  whole,  ruU,  till;  (2) 
in  frequently-recurring  words  of  more  thar 
one  syllable,  such  as  corner,  barber,  college ; 
(3)  to  avoid  awkward  and  difficult  outlines, 
as  in  course,  hire,  mar ;  (4)  where  the  word 
would  otherwise  contain  a  large  number 
of  stems  (this  can  be  done,  because  the 
more  consonants  a  word  contains  the  less 
liability  there  will  be  of  mistaking  it  for 
any  other  word) ;  (5)  in  a  great  many 
words  where  the  intervening  vowel  is  rot 
the  accented  one. 


._;.-, care. 


•.•j£?.._yell_          ..hill 


104.    A  dash  vowel,  light  or  heavy,  is 
•written  through  or  at  the  end  of  the  stem. 


.shawl. 


.-^v..  jule 


s^^X. 

..A. colonyccbcl^v  murmur.  CNwool 

105.  A  diphthong  is  written  through  or 
at  the  end  of  the  stem. 


hire.. -howl.. ..cure 

106.  When  a  distinct  vowel  sound  occurs 
between  t  and  r  represented  by  lengthen- 
ing, it  may  be  expressed  in  the  same  way 
as  for  hooked  stems. 


Negatives. 

108.  When  a  negative  is  formed  by  doub- 
ling the  first  consonant  of  the  positive  and 
prefixing  a  vowel,  though  the  consonant 
sound  is  not  doubled  but  rather  prolonged, 
both  consonants  are  written  ;  otherwise 
both  positive  and  negative  would  have  the 
same  consonant  outline,  and  could  be  dis- 
tinguished only  by  the  first  vowel  of  the 
negative.  In  order  to  avoid  the  necessity 
of  writing  tnis  vowel  and  at  the  same  time 
to  surely  distinguish  between  words  of  op- 
posite meaning,  the  consonant  is  written 
twice.  If  the  consonant  thus  doubled  is  I 
or  r,  the  second  I  or  r  is  expressed  by  a 
hook.  The  same  rule  applies  to  other 
words  similarly  formed  not  negative. 


^..nurture.,..  .../Immaterial    .^ 


•r.. unnecessary 


24 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


(3      legible.  LJ.  .illegible 

A.  Journey  in 

a  Horse-Car. 

^ 

- 

"  \                              \ 

v---      '-     I---* 

A    V^~V         L 

*-  ^            .3 

C"    ^xf'   <—  ' 


3                   »^~^> 
../.., 

Contractions. 

./-think .thing can..V»__ever 

./TT^.  never,  Novembe]*\^principally 

..^v  .prineiple-pal.r.  — ^ collect 

jb_  themselv-ea -language 


JL 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.  L.  H.  PACKARD. 


No.   16. 

LESSON    XVI. 

intercourse        scored                  inspire 

nurture               scoring                inspired 

further                scourge               inspirin<r 

shelter                 scourger             inspirable 

ONE    STEM,     HOOK    AND      SPECIAL    VOCALIZA- 

hardware           skulk                    mortal 

TION. 

curvature           skulker               immortal 

furthermore      real                       mortality 

Call               wore            guard           scare 

schoolfellow       really                   immortality 

core              wire             word            score 

schoolmaster     realize                reproachab'e 

deal              wall              marred         curse 

score                   reality                irreproachable 

cheer           wile              hired            coarse 

share            ware            gold              nearest 

~*" 

shell             knell            told              norther 

A  Journey  In  a  Horse-Car. 

hale              knoll            railed           murder 

hire              real              rolled           herder 

(CONCLUDED.) 

mar              yawl             ruled            warder 
mire             yore             child             Walter 

[Consonants   represented   by   upward    signs* 
words  written  out  of  position,  and  contractions 

TWO    STEMS,    HOOK   AND   SPECIAL     VOCALIZA- 

(excepting  the,  and,  an,  an,  has,  in,  his,  <>/,  and  1) 

are  italicized.] 

TION. 

In  no  other  vehicle  do  we  realize  how  very 

George        lurch            careless        Buffalo 
sharp           work             garden         Ignore 
north          verb             heartache    endure 

queer  people  are.     The  car  was  nearly  full. 
No  car  is  ever  entirely  full.     The  car  wa» 

college        verge           hardness      empire 
colony         nearness      hardly          hard-fought 
journey      nervous       term            inordinate 

warm  and  dark,  but  it  is   unnecessary  to 
speak  of  this.   I  was  irresistibly  Zed  to  study 

courage      person          warm           furthering 
cork            harness        dark             northern 

the  various  placards  in  English  and  other 
languages.    They  related  principally  to  par- 

TWO    STEMS,    TWO     HOOKS,    SPECIAL     VOCAL- 

ticular diseases  and  their  marvelous  cures. 

IZATION, 

There  icas  aZso  a  request  m«ny  times  re- 

Verbal        journal        cheerful       verger 

peated  that  each  person  as  he  entered  the 

vernal          barber          partial          vertebrate 

car  should  put  the  exact  fare  in  the  box. 

kernel           marvel         mourner      sharper 
normal         harper         charger        harborc  1 

This  placard  aZways  annoys  me  by  its  nar- 

portray       veritable     partner        northerner 

rowness.      Sometimes    I  do  not   feel  Zike 

purple         tartar           carver 

obeying  this  rule.     Sometimes  I  would  like 

LENGTHENING  WITH   SPECIAL   VOCALIZATION. 

to  put  in  more,  sometimes   Zess.     But  no- 

future          juncture      nature         entire 

allowance  is  made  for  my  generosity  nor 
my  parsimony.     I  hardZy  think  this  rule  if 

WORDS    DISTINGUISHED    BY    REPEATING    THE 

founded  on  real  justice.      Would  the  au- 

FIRST  CONSONANT. 

thorities  be   as   anxious    to  seek   out  the 

Movable             repressible         unnatural 
immovable         irrepressible      redeemable 
liberal                 moral                  irredeemable 

traveler  who  overpays  and  restore  the  ex- 
cess as  they  are  to  foZlow  Mm  when  he  puts 

illiberal               immoral             innate 

in  too   ZittZe?    And  there   is   a  suspicious 

logical                natural               ennoble 
illogical 

thing  about  a  horse-car:   the  floor  is  some- 

MISCELLANEOUS. 

times  an  enormous  grating    and  straw  i» 

Mere                   charm                 unhorsed 

spread  on  this,  so  that  if  a  nervous  person 

merely                 charming            harsMy 

is  obliged  to  pass  his  fare  to  others  he  lets  it 

wire                     car                       hark 
wail                      card                     parlev 

drop  in  the  straw  and  never  can  get  it.     / 

wailed                 carding               partly 

marveled  if  the  sweepings  of  the  horse-cars 

war                      parsimony          parlor 
ward                    harmony             impart 
warder               relate                  paroxysm 

go  to  the  hired  driver,  or  if  the  authorities 
collect  them  merely  to  put  them  in  the  near- 

wardrobe          relative              participate 

est  poor-box.      This  car  was   not  unlike 

wile                     relatively           participating 
wild                    relegate              harm 

others  in    any  of  these   particulars       The 

wilder                 reliable               harmless 

inmates  seemed  to  have  selected  themselve» 

wilderness          reliance              harmful 
assault                scar                     harmony 
sis.-aulter            scarred               cool 

with  regard  to  variety  and  the  difficulty  of 
fitting  themselves  and  their  belongings  into 

cheer                  scarlet                cooled 
cheered              scarcely              school 
cheering             horse                  schooled 

the  seats.     So  many  people  start  to  travel  in 
a  horse  -car  as  if  they  expected  to  have  all 

cheerful             horses                 telescope 

the  room  to  themselves. 

LESSONS  IN  MUNSON  PHONOGRAPHY, 


BY  MRS.   L.   H.   PACKARD. 


Xo.    17. 


L.ESSOX    XVII. 


J 


latter. __vY._.  abettor  .. 


Final  Hooks. 

109.   There    are   four  final   hooks — two 

small  hooks  representing  the  sounds  off  __  creature      iu 

or  r  and  //  ;  two  large  hooks  representing  ? 

the  sounds  «/</<  or  zltn  and  tr  or  thr.     They      [/<?  - — -> 

are  called  the/,  H,  s/iww  and  ter  hooks.  --Tartar...  ..gather 


sceptre 


...Tv 


?..Kf,. 


.  Kn, 


.Ktr  . 


Lshn, 


)_.Mshn. 


.  .X>  Pave  f.  lf..tough,..^rave,^<'.rain, 
... /^'. arraign t<rr^. omen, miss  ion. 

111.   A  final  hook  may  be  written  to  a 
stem  which  is  followed  by  another  stem. 

\V  \V  T— • 

..~^..  Divine  ..„?— *"..  pining <TT^...  gathering 


112.  The  shun  hook  may  represent  the 
syllables  tion,  cion,  sian,  sion,  cean,  shion. 
It  may  also  be  user1  for  ocean  in  connection 
with  another  word. 

>>JP.Nat  i  on ,_~  ..  fasti  i  on  ,-V- ->  ^.  f  us  i  on , 
Pacific    Ocean, 


.y    suspicion. 

113.  The  ter  hook  has  the  same  value  to 
straight  stems  as  lengthening  to  curved 
stems,  except  that  it  is  never  used  for  dr. 
The  ttr  hook  may  represent  the  syllables 
ter,  for,  ture,  ther,  tre,  tar. 


114.  A  vowel  or  diphthong  occurring 
between  the  t  and  /•  of  the  ter  hook  may  lie 
written  according  to  the  rules  for  special 
vocalization,  or  if  it  is  third  place,  may  be 
written  within  the  hook.  Usually,  how- 


110.   Unlike   initial  hooks,  final   hooks    ever- 
are  read  alter  the  stem  to  which  they  are 
added  and  the  vowels  belonin     to  it. 


is  omitted. 


115.  A  small  circle  may  be  written  to 
anv  final  hook,  and  is  read  after  the  hook 


Droves 


.vines 


'.s  ..lotions  _.._r_._  tatters 


116.  Any  circle  or  loop  may  be  added  tc 
»  on  straight  stems  by  simply  writing  i* 
on  the  n  side  of  such  stem. 


n.  at  ha  ins.^c  har.  c  e  d  .-.-\i  .puns  t  e  r  . 


117.  N  cannot  be  indicated  in  this  way 
between  stems,  as  in  the  case  of  r  (see 
97),  except  in  a  very  fe\v  eases,  of  which 
dancing  and  prancing  are  examples.  It  is 
sometimes  omitted  altogether  when  it  oc- 
curs before  a  circle  that  is  followed  by  8 
consonant  stem. 

1  V 

J?*r^..  Dane  ing,.  .....  c:T'-  .....  pranc  ing, 

..  .transmission,..  cL'--'transPose  . 


27 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


118.  In  the  middle  of  a  word  where  it  \ 
would  be  natural  to  use  the  hook  for  n 
and  the  stem  makes  and  awkward  joining,  i 


pointer..  ..L.tender,..-^...  rafter 


it  may  be  omitted  altogether, 
omitted  before  Jr. 


i< 


passenger 


.  _.  j£ St  ranger. .£  danger...  .V . 

-?T    ,  identical...  [^..attainment. 

119.  If  a  vowel  follows/,  «  or  n  at  the 
end  of  a  word,  the  stem  must  be  used. 


It  is  also  |  124.  When  the  present  tense  of  a  regu. 
lar  verb  is  written  with  a  hooked  stem 
lengthened,  the  past  tense  is  usually  writ- 
ten with  two  half-lengths. 


...Mem, 


/i..  funny 


120.  When  two  concurrent  vowels  pre- 
cede or  follow  y,  v  or  n,  the  stem  is  ordi- 
narily used. 

121.  When  the  sound  of  shn  or  zhn  oc- 
curs after  a  circle  sound,  it  is  expressed 
like  in,  en  or  un  before  a  circle  (see  81). 
This  sign  is  called  the  shun  curl.     It  is 
treated  like  a  stem  and  may  be  vocalized 
by  writing  a  first  or  second  place  vowel 
before  it  and  a  third  place  vowel  after  it. 
A  stem  may  follow  it. 

-V---  Possession..   ..musician 


^.indecision  „.'/...  sensational 


122.  A  circle  may  be  added  to  the  n  cir- 
cles and  loos  and  to  the  shun  curl. 


._  hinder 


_:X .„  wondered 


Kinder  ecL 


ponder  .  -   pondered 


125.  ORDER  OP  READING: 

1.  Initial  circle  or  loop. 

2.  Vowel  before  the  stem. 

3.  Stem. 

4.  Initial  hook. 

5.  Vowel  after  the  stem. 

6.  Final  hook. 

7.  Halving  or  lengthening. 

8.  Final  circle  or  loop. 


Initial  Hooks. 


G. 


<\ 
C\ 


.Incisions,  — . -X- positions. 

...^..physicians, !o.  -...  punsters. 

123.  A    straight   stem    having  a  final '  f  or  v      ^ 
hook  is  lengthened  to  add  tr  or  dr.     It  must  I 
be  remembered  that  it  is  only  when  a    n 
straight  stem  has  a  final  hook,  and,  there-    shn          \j 
fore,  the  ter  hook  cannot  be  used,   that  v 

lengthening  adds  tr  or  dr.  tr  or  thr 


Final  Hooks. 


r 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


1-..^  * 


T 


.        ...     ^^ 
~~  ' 


.^J'.U.x 


experience.^.  .. 

astonishment. .   .  .  .frequent. 

began.. .  ~7?. ...general.  J_ 

begin.  .^^^.^ ..gentleman..1^ 

begun.  ...TT=>. .gentlemen,  i/..- 

before.TSs. „  govern_..«wS .. 

between.J indispensable 

captain ...^ inscription.  .. 

d- 
citizen...-P... .- intelligent..^. . 

deve  1  op  ..t^ int  ell  igenc  e.</. 

differ-ence-ent.l...  movement,  ... 

description opinion. .\.  ..  . 

__5  o 


.?^. 


The  Queen's  ITInseam. 


>.i 


29 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


r-<^* -s>-c"J- 


'-1-^ 


.J^^.' 


\. 


:x.'..^.  /,J  .—-. 

^-^^s»         '  t 


<•         _  •        "X 


-I 


X 

'* 


7* 


tt      <TV    «  "     « 

..**>.» ^....'.\ J.J    ..N-X>— <-- 


I      (\ 

— r~N^- 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.  L.  H.  PACKARD. 


No.   18. 

LESSON  XVIII. 

TWO     STEMS,     THE    SECOND     HAVING    FINAL 
uricilf 

ONE    STEM    WITH    FINAL   HOOK. 

n\j\sr±* 

Renown      refine           election        picture 

Buff              Jove             Vaughan     deft 
(bun               John             ovation        dent 
potion          caution        shun             occasioned 
batter          bitter           shown          chattered 
tough           rove             ocean           rent 

obtain          repine          volition        indicator 
attention     kitchen        adoj-ation    indication 
ambition      cotton          turn              infusion 
education    gammon      bereave       violation 
educator      elector         barter          violent 

tone              run                mine             chant 

TWO    STEMS,    THE    SECOND     HAVING    INITIAL 

Titian           urn                amen             patient 

tatter           Russian        notion          gathered 

AND    FINAL    HOOK. 

chafe            oration        fine               assent 

Brooklyn     chaplain      deprive        incline 

join         .      fine               elation          ancient 

outgrown    Dublin          enshrine       uncrown 

addition       effusion        yawn            tethered 

decline         dethrone     engrave       recline 

rather           van               wan               arraigned 

TWO    STEMS,  THE  FIRST  WITH    INITIAL   HOOK, 

ONE   STEM,    FINAL   HOOK   AND   CIRCLE. 

THE   SECOND   WITH    FINAL   HOOK. 

Cuffs            'chafes          loans            tufts 
vines             wins              allusions       mints 
moans          cautions      hence           finds 
motions        bitters          thence          /ends 
caters           gathers        omissions     winds 

Pertain        Vernon        Brighton      attraction 
Sherman      character    prevent        direction 
chairman     quicken        treatment    protection 
German        Herman       freeman       protector 
carman         Norman       virgin           collection 

STRAIGHT    STEM    WITH    CIRCLE  OR   LOOP    ON 

curtain         Mormon       quinine        collector 

N    SIDE. 

obligation    merchant    application  correction 

Pence           guns             runs             chants 

WORDS  IN  WHICH  THE  HOOK  CANNOT  BE  USED 

bounce         chains          rinse            bends 

FOR   F   OR   N. 

tunes            duns              rinses            tents 

coins             joins              rinsed           kinds 

Edify            China           thorny         refute 

canst            reigns           Kansas         rends 

money         tawny          alimony       villainy 

puny             deny             Illinois         matrimony 

HOOKED    STEM    LENGTHENED    TO   ADD  TR,  DR 

crony            ninny           skinny          Tammany 

OR    THK. 

avenue        mutiny        finny            nominee 

Counter       tinder          render          slander 
candor          pander          hunter          cylinder 
chanter        bender          wonder        spender 
gender          panther       founder       surrender 
tender          fender           yonder         asunder 

WORDS   FROM    WHICH    N   MAY    BE   OMITTED. 

Messenger          spendthrift        assignment 
harbinger           husoandman      adjournment 
endanger           attainment        transpire 
transgress          transfer              transmission. 

WORDS  ENDING  WITH  CIRCLE  AND  SHUN  CURL. 

Decision       physician     incision        supposition 
opposition  succession    procession   acquisition 

MISCELLANEOUS. 
Rove                   tint                     mending 

rough                  tints                    mender 

ONE    STEM    WITH    INITIAL    AND    FINAL    HOOK. 

rain                      tinder                  count 

Drive            crave            adjourn        drift 
drone           clean            quaff            blend 
duration      collision       queen           clattered 
brighter       equator        equation      quaint 
prove            relief            equator        throned 
prone           shrine           frown           relent 
oppression  relation        flown            shrined 
platter         relator         aversion       mourned 

earn                     tatter                  counts 
even                     tattered              counter 
sheen                  again                  counters 
Allen                  against               countermand 
Ellen                   pen                       plunder 
yon                      pent      .               plunders 
sudden                penny                  plundering 
sullen                  open                   plundered^ 
surf                     opening               play 

TWO  STEMS,  THE  FIRST  HAVING    FINAL  HOOK.     Starve                                                          Pplay 

Opening       cannon         punish          auctioneer      allusion1              ponderous          sprav 
tuning          cover             puffing          caterer               ptter                   nondorino-           soleen 
diving-           define           banish          fashioning             L*rr                      idered° 
dining-           gainsay         fini*-7i             missionary      SffiL                                            «     *  " 
paving                                toughen       optional          g$SS£,               roned                 JKSt 
punning       evening        visionary     notional           p.,V(,s                   ironing                plants 

TWO  STEMS,  THE  FIRST   HAVING   INITIAL  AND    Patience              irony                   supplants 

natters                wind                    planted 

Joans                    winds                   planter 

Proving       frowning-     grafting       teaming          lotions                 winding               planters 

driving         braving-        irrational     warning          accession             winder                pony 

planning      training       quaintness  i'urni-//             accessions           men                      pean 

pruning       gleaning       planting       mourning       tuft                      many                   cough 

twining        clattering    affronting    telephone       tufts                    mend                    coffee 

LESSONS  IN  MUNSON  PHONOGRAPHY. 


grave 

gravy 

Jane 

Jenny 

Juno 

win 

winnow 

stone 

stony 

country 

demanding 

depending 

tendency 


attentively   ' 

outlandish 

rebounding 

reminder 

squander 

squandering 

squandered 

depraving 

improving 

stenographic 

imperfect 

rejoinder 

permanent 


amendment 

reverent 

insolently 

unacquainted 

entertaining 

entertainment 

inclination 

unintentional 

international 

recession 

recessional 

transgressions 

transpositions 


Tin-  Queen's  Museum. 

(CONCLUDED.) 

[Consonants  represented  by  up  strokes,  brief 
signs,  contractions  and  words  out  of  position 
(excepting  as,  an,  and,  but,  for,  had,  has,  his, 
have,  him,  he,  her,  I,  is,  of,  the,  that,  was,  what, 
which,  who,  with)  are  italicized.] 

The  stranger  meeting  many  instances  of 
the  same  character,  was  deeply  grieved, 
and  made  a  resolution  to  see  the  Queen. 
So  he  wandered  toward  the  palace.  He 
met  the  Queen,  who  was  just  starting  on 
her  morning  visit  to  the  museum.  When 
he  made  known  his  wish  for  an  audience, 
she  stopped  and  spoke  to  him. 

"  Have  you  seen  my  museum?"  said  she. 
"  Gfo  there  before  seeing  anything  else. 
You  have  an  intelligent  expression,  and  I 
want  to  see  what  impression  my  fine  collec- 
tion has  upon  a  person  of  intelligence.'1'' 

"  I  come  to  crave  permission  to  make  ad- 
ditions to  it,"  said  the  stranger. 

"  My  people  should  have  the  keenest  in- 
terest in  the  museum  as  it  is,"  rejoined  the 
Queen ;  ' '  but  I  am  perfectly  willing  to  add 
anything  to  render  it  of  greater  value. 
How  soon  can  you  return?" 

"It  will  require  ten  days,"  said  the 
stranger,  "and  nothing  shall  prevent  my 
gathering  what  I  want  for  the  gift." 

"Promise  to  return  in  ten  days,"  said 
the  Queen,  ' '  and  go  at  once. " 

The  musician  filled  a  Zinen  bag  with 
provisions  and  went  out  of  the  gates. 
Wandering  through  the  open  country  he 
thought:  "I  have  certainly  undertaken  a 
difficult  enterprise;  but  there  must  be 
things  in  this  vast  country  that  will  inter- 
est all."  About  noon  he  came  to  a  shady 
mountain.  At  the  entrance  of  a  cave  upon 
the  mountain  side  he  saw  a  hermit  to  whom  \ 
he  told  his  errand.  When  he  had  finished, 
the  hermit  said : 

"  Experince  tells  me  that  people  are  alto- 
gether too  independent  to  be  interested  in 


anything.  On  this  mountain  are  fine 
caves  which  would  aZl  be  tenanted  if  man- 
kind would  understand  how  improving  it 
is  to  Zive  atone.  But  I  will  aid  in  your 
quest.  I  will  excuse  my  pupil,  who  is 
fonder  of  wandering  about  than  of  study, 
and  he  can  join  in  your  search." 

The  pupil's  cave  was  some  distance  up 
the  mountain  side.  The  stranger  found 
him  asleep  upon  the  ground.  When  he 
was  awakened  and  told  of  the  hermit's 
permission,  his  eyes  brightened. 

"  It  is  splendid,"  said  he,  "  to  be  let  off 
on  Monday.  I  have  only  Wednesdays  and 
Saturdays.  I  stick  closely  to  the  cave, 
though  I  have  been  known  to  go  fisMng 
when  there  was  no  holiday.  I  never  saw 
the  oZd  man  but  once.  That  was  when  he 
first  began  my  instruction.  He  comes  after- 
noons when  I  am  out  and  writes  down 
what  I  am  to  do  for  the  next  three  days. " 

"And  you  always  do  it?"  said  the 
stranger. 

"Oh,  I  get  some  of  it  done,  though  I 
have  times  of  wondering  if  it  would  not 
have  been  better  to  learn  something  differ- 
ent. But  I  have  chosen  this  profession 
and  must  be  faithful  to  it." 

He  opened  his  book  and  laid  it  on  a 
stone  which  served  as  a  table,  put  a  fish- 
ing Zine  in  his  pocket,  then  the  two  started 
off.  Before  noon  they  saw  a  mountain 
stream,  arid  the  pupil  insisted  on  trying 
his  Zuck.  He  ran  off  for  bait,  while  the 
musician  sat  down  to  rest  and  dine.  He 
had  not  finished  his  meal  before  the  pupil 
returned  in  a  state  of  great  excitement. 

"Come  with  me,"  he  cried.  "I  have 
found  something  wonderful!" 

The  stranger,  anxious  to  see  the  wonder, 
foZlowed  along  a  winding  underground 
passage  to  a  spacious  cavern  Zighted  by 
openings  in  the  roof.  It  was  a  robbers' 
den.  On  the  floor  were  iron  boxes,  bundles 
of  rich  silks,  handsome  caskets  and  many 
other  articles  of  value. 

"I  don't  believe  they  will  be  back  very 
soon, "  said  the  pupil.  ' '  We  ought  to  stop 
and  Zook  at  these  things." 

".Run  away,  foolish  boy,"  said  the 
stranger.  ' '  The  dangers  of  this  place  are 
unknown  to  you." 

They  turned  to  escape,  but  it  was  too 
Zate.  At  that  moment  the  captain  and  his 
band  entered,  and  surrounding  them,  de- 
manded that  they  surrender. 


32 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.  L.  H.   PACKARD. 


No.    19. 


LESSON    XIX. 


Prefixes. 

126.  About  five  thousand  English  words 
have  com,  con,  cum,  or  cog  either  as  a  first 
or  intermediate  syllable.     As  each  of  them, 
with  the  exception  of  con,  would  require 
two  stems,  an  abbreviated  form  is  desirable, 

127.  The  abbreviated  prefixes  are  as  fol- 
lows : 

1.  Com,  con  and  cum  are  indicated 
by  proximity ;  that  is,  by  omitting  the 
syllable  and  writing  the  part  of  the 
word  that  follows  very  near  the  word 
or  syllable  that  precedes  it. 

2.  When  they  cannot  be  thus  indi- 
cated (because  of  being  the  first  word 
of  a  line  or  coming  after  a  pause  of 
any  kind)   a  dot  is  written  near  the 
beginning  of  the  first  stem. 

3.  Cog, as  an  initial  syllable,is  always 
written  in  full ;  as  an  intermediate  syl- 
lable, it  may  be  indicated,  like  com, 
c«n,  cum,  by  proximity. 

4.  In  words  beginning  with  circum, 
the  syllable   cum  need  not,  in  most 
cases,   be  even  indicated,    the  parts 
before  and  after  it  being  joined. 

5.  Magna,  magne,  magni  are  repre- 
sented by  M  written  over  the  remain- 
der of  the  word. 

6.  Self  by  a  small  circle,  always  on 
the  line   and   usually  disjoined   from 
the  remainder  of  the  outline. 

7.  Un,  is  prefixed  to  self  by  the  in  curl. 

8.  Self-con  is  represented  by  a  circle 
and  dot. 

9.  With  by  the  contraction  (DH)  for 
that  word  joined  to  the  remainder  of 
the  word. 

10.  For   by    the    contraction    (F) 
joined. 

11.  When  a  contraction,  as  in  the 
case  of  for  and  with,  is  used  as  a  prefix 
or  suflix,  the  position  of  the  outline 
of  which  it  is  a  part  is  that  of  the 
word  taken  as  a  whole,  not  that  of  the 
contraction     when     standing     alone. 
(Words  beginning  with  here  and  over 
are  exceptions  to  this  rule.) 


Suffixes. 

128.  The  abbreviated  suffixes  are  as  fol- 
lows: 

1.  Ble,  lily  are  represented  by  the 
stem  B  when  El  cannot  conveniently  be 
joined. 

2.  Bleness  by  Bs  joined  or  disjoined. 

3.  Fulness  by  Fs  joined  or  disjoined. 

4.  Iveness  by  Vs  joined  or  disjoined. 

5.  Lessness  by  Ls  disjoined. 

6.  Ever  by  the   v   hook   on   both 
straight  jid  curved  stems.     (  Whatever 
and  forever  are  always  written  with  V 
stem.) 

7.  Form  by  ^joined. 

8.  Mental,    mentality  by   Mnt   dis- 
joined.    (All  words  ending  in  mental 
are  second  position ;  ending  in  mental- 
ity, first  position.) 

9.   Ology  by  J  joined  or  disjoined. 

10.  Self  by  a  small  circle  joined. 

11.  Selves  by  a  large  circle  joined. 

12.  Ship  by  SH  joined  or  disjoined. 

13.  Soever  by  sV joined. 

14.  Worthy  by  DH  joined  or  dis- 
joined. 

15.  In  and  on  by  the  n  hook. 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


A 


Magna,   magne,   magni, 

->^-   1 


Self  ..o  .....  T-._o/^~.ol^_p.  .  .o.&a.. 


SV 

Self  .„..  selves.  .D... 


Ship  . 


Soever 


With 


^ 

Worthy.^ ..*Sa..VrA/_. In,    on  f.  .*. 
The  AVoir  and  the  Fox. 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.   L.   H.   PACKARD. 


No.    2O. 


LESSON    XX. 

WORDS    FROM    WHICH    CUM    OR    CON    MAY    BE 

OMITTED. 

Circumjacent                  circumscription 

WORDS    IN    WHICH     CON,    COM,    OR     CUM     IS 

circumambient               circumspection 

INDICATED   BY   A  DOT. 

circumscribe                    circumspect 

Contrary                          complaining 

WORDS   HAVING    ABBREVIATED   SUFFIXES. 

contradict                        convex 

Invincible                        blamelessness 

conjointly                       conference 

defensible                        performed 

comparison                      cumbrousfy 

unpardonable                  regimental 

complexion                      cumbersomeness 

unfashionable                  detrimental 

insensibly                         elemental 

WORDS    IN    WHICH    CON,    COM,    CUM,    OR    COG 

agreeableness                  mythology 

IS   INDICATED   BY    PROXIMITY. 

credibleness                     zoology 

sociableness                     ornithology 

Unconscious                   disconcert 

gracefulness                    yourself 

inconstant                        discomfort 

wakefulness                    ourselves 

uncontrolled                    discontent 

usefulness                        friendship 

unconvinced                   decomposition 

faithfulness                     township 

recognize                         recommend 

wastefulness                    copartnership 

reconsider                         circumvent 

needtessness                     whosoever 

reconsti-uct                      incognito 

recklessness                     whatsoever 

recompense                     recognizance 

groundlessness                within 

PHRASES   IN  WHICH  PREFIXES  ARE  INDICATED 

MISCELLANEOUS. 

BY   PROXIMITY. 

Comt)oundable       painfulness 

They  contrive                 written  contract 

commendable         painlessness 

you  commend                  always  complacent 

doubtfulness           gracefulness 

he  considers                     nearly  complete 

hopefulness            gracetessness 

we  complain                    strict  confidence 

hopelessness           circumnavigation 

strong  combination        bitter  complaint 

combativeness        circumnavigator 

never  completed             good  company 

competing               circumnavigable 

stock  company                ingenious  contrivance 

computings            inconvenience 

very  commendable         frank  confession 

respectableness      inconvenient 

reasonableness       reluctant  consent 

WORDS     HAVING     OTHER    ABBREVIATED     PRE- 

commendableness forever  contending 

FIXES. 

constructiveness   actionable  conduct 

self-composed        complicated  conditions 

Forbear                            self-conscious 

self-conceited         conventional  conversation 

magnetic                          self-  condemned 

self-convicted        fashionable  company 

magnetize                        withdraw 

self-confidence       incomprehensibleness 

magnified                         withdrawn 

self-controlled        conversational  complications 

self-evident                     withal 

companionship       Congressional  committee 

self-same                          withheld 

scholarship             Educators'  Convention 

self-conceit                     selfish 

penmanship             Penmanship  committee 

self-command                 unselfish 

copartnership         irrepressible  conflict 

LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.   L.  H.   PACKARD. 


]STo.  21. 


LESSON    XXI. 


Contractions. 

129.  The  next  work  to  be  done  is  to 
learn  the  contractions  and  words  out  of 
position.     Many  of  them  have  been  given 
in  connection  with  previous  lessons. 

130.  With  this  lesson  is  given  the  com- 
plete list  and  a  reading  exercise  which 
contains  all  of  them. 

131.  After  studying  the  list  to  some  ex- 
tent  "An  Inconsequent  History  "  should 


be  read  and  written  again  and  again, 
until  it  can  be  read  and  written  without 
hesitation  and  without  errors.  If  this  be- 
comes tiresome,  other  exercises  having 
many  contractions  may  be  substituted,  to 
be  written  in  the  same  way — the  con- 
tractions in  phonography,  the  other  words 
in  long-hand.  The  following  lessons  may 
also  be  studied  while  the  pupil  is  learning 
the  contractions  ;  but  the  ' '  History  '* 
should  never  be  abandoned  until  all  the 
contractions  are  memorized  : 


k\\  JY\ 


asked  .^r-^  to 


~7 


;.  \.  to         '       .  _£...*... l.-*'t-»- 

•    >  °    /6         \  °   \ 


not  ~    ...V I '... 

.    L_       o 


This  it  .  ./T.  to..Vr^.  .  in 


.  L 


.  preaching 


\ 
.  Va. 


-dL,  a  -L  not  .</.._  ...V...1  r^..  a..\.. 

\  -*  e"  \ 


) 
.  \ 

^ 


no   ...  .  to  .  \..or  .on  ____  \...  ..even 


•? 


r 


_. 


to 


.to  make  _____  ...  ..'..^..^r..to     7--  in  ... 


to  ..          in 


to 


.\$L  i./..'  a 


I  \ 

..         ..  =  book  .....  ...in 


i 

.  V  —  p. 


37 


44835? 


u 


ire °.A_  much  .s>_^rr: . . . . ^ f.( 

...Jrr^.'.  each ,.x". .7r..^r7x^. k ^7. a. 

/  \         .      I       .  A  I  , 

...... I. .1-..A..J ...^C.Vw.—™  Brown. .v_  ready  to  P    _ A.  or  to../. 

o               I            v^>         <\ 
it  on  . ^^. \.V_.a  _, said.. .Sr^..^....  at....^. shown  ^^^.^rr^r^^\^ 

again  ^   '*^  (       -    n  ^  -    ^         \ 


its  „ 


strokes  out . 


\  ?    — D  ^            \                    °         ^C_^-      \  .' 
.&. .i .  .sr_ V  continue J.. . .  TT: .  *. .  A c\ . . 

VJ-  not--    ...^.-.    ..  strokes  _„._._„_  in  a^/^      '  way*. 

,;  Q —         <r->,  •  J  v 


s.....       lies  i 


t*J .JL, 


.  to  this  class  ...  to. 


.t.  SO.- a. 


though no  mere ,^^..  itx.^. It also  . 

~^-x        O  O 


by.,,..^.:. 


to  ...,-^a. 


r?crowtleclx .s-47.  to  being  under. 

if  one 


to  .TT  a  ._ 


.Li. 


.C. 


or. ....  to 


.this 


38 


\..._ need  not it  nor  mention  it  \ y?.to  -^\-f- X.simplyg 

y.  )  v 

^-s  t  r 

........e-r— -....errors. !. thus  .rr.....e:_b..<:-L.^..'.  in  due * To  this 

no  one \..\ ...!..v. evidences A.  attending  a.. 

\>        ' 

everybody x. ^....^^ .-... 


-/      ' — ••                         '     -\ 
condition  .... party  ...not ..TTt 

.^..j 'to :.*..!.  temperaments it y_. notl one ....) A... 

care  to  /A SL.  in  avoiding  5S^ remedies  even  though. Ax .-..5V......L 

V    i  I 

our cities /...^f.  to  A taste  although  it  ._.!1r^y.-!.--r7r7.uselessx.. 


.V  a  ....L.  dissertation  ...  not  .....  so  (his  ....  not  be  ____  x.  ____  It../-rr...\./^\... 
o  r 

Ay.  inclined  .._^.  to  .............  or  two  l/A  connected  .^....Xx.  .....  nobody 

o 
\_  this  nor  .\  ......  however.  ____  ./it  may  be  staled  .......  This.^r.  jiot  ...1. 

in  /  ^_      X 


to 


/^V.S.  —  y-.it!.-  so  flat»  ____  -----  ..............  happen  ____  in..... 


39 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.  l_   H.   PACKARD. 


]STo.  22. 


L.ESSON    XXII. 


An   Inconsequent   History. 


WRITTEN      TO      EXHIBIT      CONTRACTIONS, 

WORD-SIGNS     AND    WORDS    OUT 

OF    POSITION. 


A  Key  to  Lesson  XXL 

(Words  not  on  the  list  are  italicized,  and 
should  be  written  in  long-hand.) 

An  intelligent  young  man  having  be- 
come antagonistic  because  a  citizen  would 
cross-examine  him,  together  with  his  do- 
mestic, as  to  religion,  spoke  to  an  arch- 
bishop who  was  familiar  with  his  history, 
and  asked  him  to  take  charge  of  the  con- 
troversy. The  Koman  Catholic  gentleman 
was  astonished  at  the  suggestion,  but 
fchanked  the  youth  for  the  opportunity  it 
gave  him  to  develop  his  doctrine  and 
help  his  generation.  His  brethren,  never- 
theless, were  of  the  opinion  that  he  should 
discriminate  somewhat,  and  gave  him  the 
privilege  to  acknowledge  his  responsibility 
and  establish  his  belief.  Another  circum- 
stance should  l>e  understood  as  possibly 
distinguishing  between  prerogative  and 
principle  ;  the  youth  mistook  the  move- 
ment for  a  financial  performance,  and 
began  to  practice  his  malignant  familiarity, 
which  was  a  new  thing  in  the  experience 
of  the  evangelical  brother,  who  swore 
somewhat,  but  yet  did  not  go  beyond  the 
dignity  of  his  catholic,  Christian  en- 
deavor. 

This,  it  is  well  to  remember,  was  in  New 
YorV .  before  the  first  of  January,  when  the 
JDoctor  was  preaching  trans ubstantiation,  a 


truth  not  generally  held,  and  the  Governor 
of  Massachusetts,  a  plenipotentiary  from 
San  Francisco,  a  member  of  Parlia- 
ment from  Great  Britain,  and  other  repre- 
sentative people  were  particular  as  to  the 
perpendicularity  of  his  belief.  An  angel 
from  heaven  could  have  had  no  difficulty  to 
establish  intelligence  on  the  subject  of  in- 
surance; and  even  the  archangels,  who 
dwell  on  the  resurrection,  have  found  that 
knowledge  altogether  without  importance 
in  the  peculiar  contingency.  The  fact  is,  a 
Southern  gentleman,  to  whom  the  question 
was  given,  began  to  make  memoranda  with 
reference  to  jurisprudence  in  the  celestial 
world,  and  to  inscribe  in  phonographic 
characteristics  his  own  recollections  and 
observations,  and  to  speak  of  the  objections 
and  advantages  of  a  republic.  A  swift 
phonographer  with  a  memoranduiu-faw& 
had  part  in  the  controversy,  and  several 
other  capable  gentlemen,  among  them  a 
manufacturer,  who  was  a  captain  and  a 
Democrat,  began  to  remark  on  the  effects 
of  an  aristocracy.  The  County  Democracy, 
who  are  responsible  for  much  neglect  and 
misdemeanor,  and  who  during  February, 
September,  November  and  December  of 
each  year  manufacture  revolutionary  lan- 
guage for  the  Legislature,  gave  a  satisfac- 
tory description  of  the  difference  between 
the  plaintiff  and  defendant  ;  and  the  Rev. 
Mr.  Brown,  ever  ready  to  deliver  his  opin- 
ion, or  to  change  it  on  any  subject  for  a 
dollar,  said,  notwithstanding  his  surprise  at 
the  indignity  shown  him,  he  would  never 
agmn  have  sympathy  for  a  system  without 
a  pecuniary  object. 


LESSONS  IX  MUXSOX  PHONOGRAPHY. 


I  myself  remember  a  time,  now  past, 
when  preliminary  bankruptcy  was  healthy, 
and  would  influence  people  to  swear;  but 
do  not  infer  from  this  that  any  bankrupt 
would  think  it  practicable  to  do  so.  Ac- 
cording to  our  distinct  remembrance  the 
architectural  bishopric  was  circumstantial 
and  artificial,  and  no  certificate  of  baptism 
could  dignify  the  mistake,  or  qualify  the 
probability  to  the  satisfaction  of  the  junior 
member.  The  peculiarity  of  the  half 
length  in  phonograghy  is  singular,  but 
practical,  and  its  preservation,  because  in- 
dispensable, will  probably  continue  as 
usual,  notwithstanding  the  number  of 
perpendicular  strokes  out  of  proportion. 
These  do  not  signify  where  similar  strokes 
come  together  in  a  regular  way.  Regu- 
larity is  what  we  owe  to  system.  Wealth 
lies  in  that  quarter,  and  worth.  Your 
benignant  people  belong  to  this  class,  and 
to  them  ire  shall  send  a  savior.  Super- 
ficially, truth  hath  her  home  here,  and  has 
had,  oh,  so  long  !  The  immediate  king- 
dom, though  large,  is  no  mere  manufactory, 
as  I  recollect  it.  It  is  also  recoverable  in  a 
degree  It/  the  public  and  never  overcrowded. 
Xext  t<>  l>  /luj  under  subjection  to  an  execu- 
trix, or  an  administratrix,  it  is  repugnant  to 
have  a  representation  in  the  Cabinet,  es- 
pecially if  one  can  govern  himself,  or  ad-  ; 


vertise  what  is  already  begun,  or  almost  to 
begin.  As  this  is  altogether  beneficial  I 
need  not  describe  it,  nor  mention  it  for 
children  to  hear  with  awe  ;  but  simply 
collect  the  facts,  and  correct  the  errors, 
and  thus  halve  the  difficulties  inartificially 
and  in  due  form.  To  this  regularity  no 
one  could  specially  object  ;  because  the 
frequent  and  peculiar  evidences  of  popu- 
larity attending  a  similarity  of  movement 
everybody  knew. 

Financially  speaking,  the  general  coiidi- 
tion  of  the  Democratic  party  is  not  impor- 
tant ;  nevertheless,  people  differ  according 
to  different  temperaments,  and  it  should 
not  astonish  any  one  that  the  wealthy  give 
special  care  to  health,  and  believe  in  avoid- 
ing superficial  remedies,  even  though  popu- 
lar. The  principal  architecture  of  our  large 
cities  has  especial  reference  to  aristocratic 
taste,  although  it  is  inartificial  and  practi- 
cally useless.  But  a  lengthy  dissertation  is 
not  possible,  so  this  shall  not  belong.  It 
will  probably  represent  the  celestially  in- 
diiK-tl,  and  refer  to  an  interrogatory  or  two 
indispensably  connected  with  the  subject. 
Thank  nobody  for  this,  nor  publish  the 
fact,  however  responsibly  it  may  be  stated. 
This  will  not  do  to  republish,  for  oh,  it  is 
so  fut.  Extraordinary  things  Kappen  in 
the  United  States. 


BY  MRS.   L.  H.   PACKARD. 


No.  23. 


LESSON    XXIII. 


Phrases. 

132.  A  phrase  in  phonography  is  two  or 
more  words  joined. 

133.  Though  there  are  certain  rules  to 
be    learned    and  followed    in  regard    to 
phrases    yet     a    knowledge    of    correct 
phrasing  must  be  acquired  in  a  great  de- 
gree by  observation  and  practice. 

134.  A  beginner  is  in  danger  of  making 
long    and    difficult    phrases    which    can 
neither  be  written  nor  read  easily.     One 
help  in  phrasing  correctly  is  to  learn  what 
not  to  do. 

135.  Words  should  not  be  joined  (1)  un- 
less they  naturally  belong  together,  (2)  if 
there  is   a  pause  of    any   kind  between 
them,  (3)  if  the  joining  cannot  be  made 
easily,  (4)  if  the  outline  is  not  clear  when 
finished,  (5)  if  more  time  is  required  to  join 
than  to  write  them  separately. 

Phrases  of  the  First  Class. 

136.  There  are  two  kinds  of  phrases: 
(1)  joiaing  words  without  changing  their 
form ;  (2)  writing  the  consonants  of  two  or 
more  words  in  their  proper  order  without 
reierence  to  their  form    when    standing 
alone.     It  is   with  the  first   and  simpler 
class  that  this  lesson  will  deal. 

POSITION. 

137.  The  general  rule  for  position  of 
phrases  is  to  write  the  first  word  in  its 
proper  position  without  reference  to  what 
follows. 


My  own,  may  be,  it  may  le,  that  may  be, 
be  sure. 


138.  A  sliglit  variation  may  be  made 
from  this  rule  in  the  case  of  first  position 
words,  in  order  to  bring  the  second  word 
in   position   and  thus  render  the  phrase 
more  legible. 

139.  As  or  has  being  the  first  word  of  a 
phrase  joined  to  a  stem  word  follows  the 
position  of  that  word;   but  if  the  phrase 
has  no  stem  outline,  it  is  written  accord- 
ing to  the   general  rule  for  position.     Is. 
and  his  are  always   written  according  to 
the  general  rule. 


Has  had,  as  many  as,  as  much  as,  has- 
this,  is  not,  is  so,  it  is  not,  that  is. 

140.  The   same  rules  are.  observed  for 
writing   circles  in   phrases  as   for   single 
words.     (See  73,  74,  75.) 

141.  Contractions  are    freely   used   in 
phrases. 

142.  In  the  phrase  there  are,  are  must  be 
written  with  the  down  stroke,  though  the 
up  stroke  is  always  used  when  are  stands 
alone. 

143.  That  when  following  another  word 
in  a  phrase  must  be  written  in  full  (half- 
length). 

144.  Time  must  be  written  in  full  after 
another  word  in  a  phrase. 

145.  Mr.  joined  to  any  word  does  not 
govern  position. 


LESSONS  IX  MTJNSON  PHONOGRAPHY. 


^ 


c 


j  la o 


f 


Honey    Makins. 

J 


"si^" '  I  "•'   "' 4  ik "'""'  t^ci" 


c  (A 


\ 


C 


KOTE.— The  figures  indicate  the  number  of  words  in  the  phrase  below. 


43 


LESSONS  IN  MUNSON  PHONOGRAPHY, 


BY   MRS.   L.   H.   PACKARD. 


No. 


LESSON    XXIV. 


It  may 

may  be 

it  may  be 

so  much 

so  many 

if  such 

if  he 

can  be 

for  me 

with  Mm 

for  my  own 

while  he  was 

though  he  was 

any  one 

that  they 

no  more 

any  more 

there  were 

will  be 

may  be  done 

upon  this  point 

at  last 

at  least 

in  person 

every  side 

in  any  case 

any  better 

much  better 

after  he  was 

may  be  written 

in  my 

in  this 

this  case 

after  this 

very  much 

so  much  money 

great  many  cases 


if  he  has 
with  reference 
with  respect 
with  regard 
should  not  be 
was  taken 
Zook  at  this 
that  was  said 
many  persons 
for  my  sake 
for  several  years 
many  years  ago 
how  many  years 
after  many  years 
public  service 
that  is 

it  is  necessary 
has  not  been 
as  this 
as  much  as 
there  is  not 
as  far  as  may  be 
as  many  as 
dear  sir 
dear  friend 
my  dear  friend 
my  dear  madam 
yours  very  tru?y 
yours  in  haste 
sincerely  yours 
very  sincerely  yours 
Mr.  President 
just  about  this  time 
how  many  times 
after  that  time 
about  that  time 
civil  service  reform 


Practical  Education. 

(Contractions,  words  out  of  position  and  con- 
sonants represented  by  up  strokes  are  italicized. 
Words  to  be  joined  inclosed  in  parentheses.) 

The  objection   (has   been)  made  to  our 
colleges  (that  they)  are  not  practical.    I  do 


not  think  (that  is)  an  accurate  statement  of 
the  objection.  What  I  would  say  is,  (that 
they)  are  practical  (with  reference)  to  two 
or  three  pursuits,  (but  that)  the  demands  of 
the  time  require  nine-tenths  of  our  young 
men  in  other  pursuits  ;  and  they  are  not 
practical  (with  reference)  to  these.  If  a 
young  man  wishes  to  qualify  for  one  of  the 
(ten  thousand)  pursuits  which  are  opening 
on  (every  side,)  /  could  not  say  (to  him} 
that  a  college  course  (would  be)  his  best 
preparation  (for  that)  fife.  This  has  often 
saddened  me.  (In  this)  city  (there  are)  (so 
many)  indoZent  men,  and  needy  men,  and 
idle  men,  in  every  sphere.  But  (there  is 
not)  one  healthy  man  (in  this  country)  who 
need  stand  idle  and  starve,  (if  he)  will 
only  go  (on  his)  feet  where  the  work  is  to  be 
found.  He  need  not  go  far.  But,  while 
(such  is)  the  fact  (with  regard)  to  mere 
laboring  men,  while  every  man  who  comes 
to  (this  country)  with  no  evil  passion  to 
gratify,  can  surely  get  on — while  (such 
men)  are  (so  much)  addition  to  our 
wealth — /  know  (there  are)  now  (one 
thousand)  college  graduates  who  are  walk- 
ing the  stony  streets  of  New  York,  and 
know  not  how  to  earn  a  living.  As  a 
preparation  for  certain  pursuits  in  Zife— 
(it  may  be)  very  well ;  but  when  I  see,  as  I 
do  see,  (so  many)  men  whose  education  has 
cost  (so  much,)  find  themselves  totaZly  un- 
able to  earn  a  living,  /am  moved  to  pro- 
test against  a  system  of  education  which 
seems  (to  me)  so  narrow  and  so  partial. 


44 


LESSONS  IN  MUNSON  PHONOGRAPHY, 


BY  MRS.  L.   ~!    °ACKARD. 
No    £5. 


WESSON    XXV. 


Phrases. 

146.  In  phrases  of  the  second  class  the 
consonants  of  two  or  more  words  are  com- 
bined as  in  a  single  word,  without  reference 
to  their  form  when  standing  alone. 

Mr.  Munson  in  his  Phrase  Book 
says:  "In  the  second  class  of  phrases  all 
of  the  elementa'-y  principles  of  phonog- 
raphy are  brought  into  service  to  write  the 
collection  of  consonant  sounds  of  phrases, 
very  much  as  the  same  principles  are  used 
in  writing  the  consonants  of  single  words. 
That  is  to  say,  the  shortest  method  of  repre- 
senting them  is  adopted  that  is  consistent 
with  both  speed  and  legibility ;  no  particu- 
lar attention  being  paid  to  derivation, 
provided  the  outlines  are  sufficiently  am- 
ple and  are  phonetically  correct." 

147.  When  contractions   are   employed 
those    consonants    only    are    omitted    in 
phrases   which  are   omitted    in   the  con- 
tractions. 

148.  Write  in  long-hand  the  words  to  be 
combined,  draw  a  line  through  each  vowel, 
silent  letter,  and,  if  there  are  contractions, 
through  the  consonants  omitted  in  the  con- 
tractions ;  then  write  the  remaining  conso- 
nants in  phonography  as  though  they  be- 
longed to  a  single  word,  observing  strictly 
the  ''order  of  reading." 

HALVING. 

149.  To,  it,  the  and  had  are  added  to 
full  length  stems  by  halving. 

.  had.£. 


Ought  ta.'.  can  it....b«t"«*n-  th 

• 

150.  Its,  and  it  is,  are  added  by  halving 
and  the  circle. 

In  its.,.,.!)/    ite.T..for   its.U..th«t  U   is...... 

LENGTHENING. 

151.  Their,  there,  they  are,  and  other  are 
added  to   curved   stems   and  to  straight 
stems  with  final  hook  by  lengthening. 

,L 


152.  It  is  sometimes  necessary  to  distin- 
guish between  there  and  other  in  phrases, 
in  which  case  the  phrase  containing  other 
is  vocalized. 


For  their. .1.         ..for   other 


in  their  ..  ..in  other 


153.   Others  is  added   by  lengthening 
and  a  final  circle. 

With  othars.../. some  others.  -.rfTTTTTfc . . ._ 


c 


-TO..!  ..A.: 


Had-, ...L~._    ..^^. 


\. 


Other.. 


LESSONS  IN  MUNSON  PHONOGRAPHY, 


BY  MRS.  L.  H    PACKARD. 


No,  26. 


LESSON    XXVI. 


•Ought  to 
~began  to 
begin  to 
•wish  to 
ought  to  be 
did  it 
charge  it 
change  it 
before  it 
through  it 
by  the 
charge  the 
do  the 
could  the 
among  the 
on  the 
will  the 
•above  the 
beside  the 
incline  the 
that  had 
we  had 
.you  had 
he  had 
which  had 
if  he  had 
thought  he  had 
by  its 


from  its 
if  its 
with  its 
through  its 
among  its 
upon  its 
should  its 
when  it  is 
in  their 
making  their 
writing  their 
winning  their 
earning  their 
should  there 
remain  there 
been  there 
that  they  are 
know  they  are 
although  they  are 
these  other 
every  other 
every  other  day 
some  other 
among  other  things 
some  other  cases 
some  other  respects 
in  other  words 
any  other  time. 


Penny  Postage. 

(Contractions  and  words  out  of  position,  ex- 
cept an,  and.  as,  but,  for,  from,  had,  has,  he,  her, 
.him,  his,  of,  other,  that,  the,  there,  was,  were,  when, 
which,  with,  who  and  whom,  are  italicized ;  con- 
sonants represented  by  upward  strokes  are 
italicized ;  words  to  bs  joined  in  phrases  are  in- 
closed in  parentheses.  Only  such  phrases  as 
have  been  already  explained  are  indicated.) 

The  poet  Coleridge  taking  a  long  walk 
(among  the)  English  Zakes  stopped  at  a 
roadside  inn  for  dinner.  While  he  (was 
there)  the  postman  came  in  and  brought  a 
fetter  (for  the)  girl  (who  was)  waiting  (at 
the)  table.  The  postage  was  a  shilling — 
nearly  twenty-five  cents.  She  Zooked  long 
and  Zovingly  (at  the)  Zetter  and  then  gave 
it  back  (to  the)  man,  telling  him  (she  had) 
no  money  (f~r  the)  postage.  Coleridge 
offered  the  shilling,  (which  the)  girl  after 
much  hesitation  accepted.  (When  the) 
carrier  had  gone  away,  she  (told  him)  (he 


had)  thrown  his  shilling  away,  (for  the) 
Zetter  was  only  a  blank  sheet  of  paper. 
(On  the)  outside  (there  were)  some  smaZl 
marks  which  (she  had)  carefuZly  noted 
before  giving  the  Zetter  back  (to  the)  car- 
rier. Those  marks  (were  the)  Zetter, 
written  by  the  brother  (of  the)  girl,  (with 
whom)  (she  had)  agreed  upon  a  short-hand 
system  (for  their)  Zetters  (so  that)  (they 
might)  be  sent  (without  the)  expense  of 
postage.  The  shilling  (which  the)  post- 
man demanded  was,  (in  fact,)  a  week's 
wages  to  a  girliu  her  condition  fifty  (years 
ago.)  It  cost  more  then  to  send  a  Zetter 
from  one  end  of  Zondon  to  (the  other,)  or 
from  New  York  to  HarZem,  than  it  now 
does  to  send  a  Zetter  from  Egypt  to  San 
Francisco.  The  man  who  changed  aZl  this, 
Sir  RowZand  Hill,  died  only  three  (years 
ago),  (at  the)  age  of  eighty-three.  His  at- 
tention was  first  called  (to  the)  postal 
system  (by  the)  high  price  of  postage.  He 
found  (that  the)  actual  cost  of  sending  a 
Zetter  from  .London  to  Edinburgh  was  one- 
eighteenth  of  a  cent.  This  fact  Zed  him 
(to  the)  admirable  idea  (of  the)  uniform 
rate  of  one  penny  for  aZl  distances.  (At 
that  time)  a  Zetter  from  Xondon  to  Edin- 
burgh was  charged  about  twenty-eight 
cents;  but  (if  it)  contained  the  smaZlest 
inclosure,  the  postage  was  doubled.  The 
consequences  of  this  postal  reform  (have 
been)  marvelous.  The  year  before  the  new 
plan  was  adopted  in  Great  Britain,  one 
hundred  and  six  millions  of  Zetters  and 
papers  were  sent  (through  the)  post-office. 
Year  lie/ore  Zast  one  thousand  four  hun- 
dred and  seventy-eight  miZlions  were  sent; 
(in  other  words,)  the  average  (for  each) 
inhabitant  has  increased  from  three  per 
annum  to  thirty -two. 


46 


BY  MRS.   L.  H.   PACKARD. 

No.  27. 


LESSON     XXVII. 


Phrases. 


CIRCLES   AND   LOOPS. 

154.  Two  circle  words  (as,  has,  is,  his) 
a**  -mbined  in  a  phrase  by  writing  a 
large  'ire1  ^. 


155.    A  circle  word  is  prefixed    to   a 

word  begiu ug  -vith  a  circle,  or  added  to 

a  word  ending  with  a  circle  by  enlarging 
the  circle. 

Has  said. F... it   is  his.-L,...^ 

loG  To,  it  and  the  are  added  to  a  circle 
by  changing  the  circle  to  a  small  loop. 
(In  regard  to  the  this  is  an  arbitrary  rule, 
as  the  has  no  t  sound.) 

It   is  to.. I.  how  is   it.^J»hat   is  the^i. 
5 

157.  There,  their,  they  are,  are  added  to 
a  circle  word  by  changing  the  circle  to  a 
large  loon. 

It   is  theirJv.is  there., .as  they  are..^ 

D  0 

15S.  To  the  loops,  small  and  large,  sir. all 
circles  are  added  for  any  circle  word. 


As   it    is.^f.is   it  as.. ..as   there  has-fl... 
<? 

159.  The  phrases  composed  of  loops  and 
small  circles  are  prefixed  in  their  detached 
form  to  stem  words  when  more  convenient 
than  joining  in  the  ordinary  way. 

sT"* 

As  it  has  been.<t\iias  there  not.r;.— «. 
as  there  has 


160.  Us  may  be  added  finally  by  a  small 
circle,  but  as  sometimes  when  written  thus 
after  a  verb  it  will  conflict  with  another 
word,    it  should  be  used  with   caution. 
The  stem  sign  should  be  employed  in  all 
doubtful  cases. 

161.  A  large  circle  may  be  read  in  sev- 
eral ways  :  in  the  first  position  it  is  as  has, 
as  his,  as  is,  has  as,  or  has  his;   in  the 
third  position  is  as,  is  his,  his  has,  or  Ms  is. 

0*          0        <?        £> 
"Q          0  ......  ft'  .....  •yf—ff— 


v_\ 


f-  P 
...J.-J..I....- 


...U...U. 

^...  ^ 


.. 


Have 


Men  Honor  1 


|C_ 

<s       ' 


LESSONS   IN  MUNSON   PHONOGRAPHY. 


J..^. 


>  (        ,  ^ 


A 


L.A.>^..v..'..>..5-^rr ...,A^ 

$  -y  (6\ 


?. 3..*...^*^**..       ..L-J. 


o 


% 


NOTS  — Tne  Figures  iiidicate  the  number  of  words  in  the  phrase  below. 


BY  MRS.   L.  H.  PACKARD. 


.  28. 


L.ESSOX    XXVIII. 


As  has 

is  as 

is  his 

as  it 

as  it  is 

as  there 

as  there  is 

as  there  is  nothing 

as  there  has  not  been 

as  it  has  not  been  done 

it  is 

it  is  the 

it  is  their 

it  is  true 

it  is  said 

where  is  it 

where  is  their 

unless  it 

unless  it  is 

unless  there 

unless  there  is 

as  much 

as  much  as 

as  much  as  it 

as  much  as  it  is 

as  much  as  his 


as  much  as  his  is 

as  much  as  there  is 

because  his 

because  his  is 

because  it 

because  it  is 

because  there 

because  there  is 

as  there  can  be 

as  there  shall  be 

he  is  there 

as  it  ought 

as  to  what 

as  it  were 

has  to  be 

is  to  be 

what  is  the 

this  has  been  done 

that  is  to  say 

is  it  payable 

is  there  anything 

is  there  any  other 

he  has.said 

how  is  there 

why  is  there 

that  it  is  necessary. 


(Contractions,  except  as,  and,  can,  could,  do, 
for,  from,,  has,  he,  him,  his,  I,  is,  of,  other,  should, 
that,  the,  there,  time,  what,  when,  where,  which, 
who,  with,  and  consonants  to  be  represented  by 
up-strokes  are  italicized ;  phrases  are  inclosed  in 
parentheses.) 

New  York,  December  23,  1889. 
W.  M.  Iviss, 

243  Chestnut  Street,  Philadelphia. 
(My  dear  Sir  :) — (It  is  as)  plain  (as  the) 
sun  (in  the)  heavens  that  no  conclusion 
(can  be)  reached  (with  reference)  (to  the) 
matter  talked  of  Zast  week,  (unless 
there  is)  a  personal  consultation.  (One 
of  the)  most  futile  tilings  in  Zife  (is 
to)  make  men  fill  places  (for  which) 
they  possess  no  aptitude.  The  person 
whose  name  (need  not  be)  mentioned  here 


(is  his)  own  worst  enemy.  (Because  it  is) 
of  deep  concern  to  you  (that  he)  should  do 
well,  I  put  him  (into  the)  retail  depart- 
ment, hoping  he  might  improve  there. 
(It  is  the)  oZd  story  of  fervent  promises 
followed  by  no  fulfillment.  (Because 
there  is)  no  integrity  (in  his)  character  (he 
cannot  be)  expected  (to  make)  better  use 
(of  the)  opportunities  offered  him  than  (he 
has  done)  (in  the  past.)  (He  has)  re- 
peatedly absented  himself  from  business, 
and  (wrhen  he  is  there),  (as  soon  as)  (he  is) 
Zeft  aZone  (in  the)  office  (it  is  his)  custom  to 
idle  away  his  time.  (As  long  as)  (he  is)  (in 
this  city)  (it  is  true)  (that  he  is)  not  im- 
proving (in  his)  habits.  (As  has  been) 
often  said  (by  his)  best  friends,  (he  is)  sure 
of  faiZure  here  and  should  try  (some  other) 
field.  (Is  there  not)  some  smaZler  city 
where  he  could  begin  business  life  anew 
with  some  chance  of  success  ?  (As  to  what) 
disposition  (to  make)  (of  the)  place  (he  is) 
filling,  that  (is  to  be)  decided  (when  he  has) 
vacated  it.  (As  far  as  the)  saZary  is  con- 
cerned, (it  is  the)  Zeast  consideration.  (In 
any  case, )  you  (will  be)  saved  from  Zoss  (as 
far  as  possible.)  (As  there  is)  no  longer  a 
hope  of  better  things  here,  I  (shall  be)  glad 
to  consuZt  you  (as  soon  as  possible)  (with 
reference)  (to  the)  future.  (When  is  it)  con- 
venient for  you  (to  call  ?) 

(Yours  sincerely,) 

[Student's  name.] 

P.  S. — (He  has)  just  come  in — at  ten 
o'clock.  (This  is  the)  first  day  (he  has 
been)  (at  his)  post  this  week.  (Is  it 
necessary)  (to  meet)  him  (when  the)  final 
interview  (takes  place)  with  (any  other~ 
accusation  than  this  ?  Let  me  see  you  (a* 
early  as  the)  first  cf  next  week  ^if  ?t  i 
[possible.) 


49 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.   L.  H.  PACKARD. 


No.  29. 


LESSON    XXIX. 


Pli  rases. 


INITIAL    HOOKS. 

162.  All  and  icill  are  added  by  the  I 
hook. 


Tor  a] 


.a*  air.'.. .we  will. rx.it  •  ill.-p.... 


163.  Are,  or  and  our  are  ac.ded  by  the 
r  hook. 

What  ara-J.-when  ar«.°\at  ttur.A-for  our.S 

104.  We  is  added  to  straight  stems  by 
the  w  hook. 

c_  0          0 

Can  we were  we.£^.ought  we — do  we..L-.- 

165.  Ton  and  your  are  added  to  straight 
stems  by  the  y  hook,  a  large  hook  on  the 
r  side  used  only  in  phrases.  (See  89.) 

Could  you.. what   do  you  say.  .  .\\  .  .. 

/ 

160.  It  is  important  that  the  y  hook  for 
you  and  your  always  be  made  large  so  that 
it  will  not  conflict  with  the  use  of  the  r 


hook  for  our.  On  T  or  D  in  third  position 
(as  did  you)  the  hook  should  rest  on  the 
line. 


LESSONS  m  MUNSON  PHONOGRAPHY, 


BY   MRS.  L.    rl.   PACKARD. 


No.  3O. 


WESSON    XXX. 


For  all 

at  all 

lor  all  the 

for  all  their 

with  all  that 

in  all  that  time 

in  all  other  cases 

she  will 

she  will  be 

it  will 

it  will  be 

when  will 

we  wiii  be 

where  are 

what  are 

on  or  about  that  time 

on  our  part 

in  our  time 

at  our  house 


are  we 

htid  we 

did  we 

had  we  been 

could  we  believe 

why  do  you 

how  did  you 

had  you  been 

had  you  been  there 

can  you  state 

at  your  place 

do  you  recollect 

what  do  you  say 

do  you  think  there  is 

where  do  you 

where  do  you  reside 

which  you  believe 

•who  are 

who  will 


(Contractions  and  woros  out  of  position  ex- 
cept an,  and,  but,  can,  come,  could,  do,  for,  from. 


(for  the)  summer  ?  I  hope  (they  will) 
reach  .Lucerne  (by  the)  first  of  June.  I 
send  you  our  itinerary,  (by  which)  (it 
will  be  seen)  that  we  (shall  be)  there  (on 
or  about  that  time.)  (You  will  therefore) 
oblige  us  if  (you  will)  notify  them. 
(Could  you)  do  so  ?  (It  will  be)  observed 
that  (we  are)  due  at  BerZin  (on  the)  15th. 
(Why  will)  not  you  meet  us  there,  (by  the) 
way  ?  If  Mary  can  come,  (she  will)  find 
it  very  pleasant  (at  oar  house)  as  we  found 
it  (at  your  place)  (in  New  York.)  (Where 
do  you  Zive)  during  your  stay  in  London, 
and*  (where  do  you  say)  the  greatest  com- 
fort (can  be)  had  (for  our)  ZittZe  com- 
pany ?  (Can  we)  get  good  rooms  (at  your) 
hoteZ  ?  (Did  you)  find  the  great  organ  a 
surprise,  or  (had  you)  heard  it  before? 

r/«'r. .  (/•;,  had,  have,  him,  I,  other,  that,'the,'them,    (With  all)  your  other  cares  (ought  you)  to 
....',,  ' ':f'i    ...s'      . 'j  „„„!,„„'  ,„*'„  +!  VJ  —  ...„'    snend  vour  time  ( on  the^  German  Innauftae  i 


«m*  ,.^^.^^0  ^  ^  repre- 1  spend  your  time  (on  the)  German  language  • 
sented  by  up  strokes  are  italicized ;  words  to  be  (Is  it)  (what  you  want)  for  a  hoZiday  rec- 
loined  in  ohrases  are  inclosed  in  uarentheses.)  reation,  or  (what  your)  doctor  would  ad- 

vise  (at  your)  age  and  in  your  condition  of 
health  ?     We  tried  it  for  a  time,  (but  we) 


joined  in  phrases  are  inclosed  in  parentheses.) 
Amsterdam,  HoZland, 

December  29,  1889. 
(My  Dear  Friend  :) 


(By  all  means)  go  to  Paris,  and  (we 
will)  meet  you  there,  for  (of  all  the)  cities 
of  Europe,  Paris  (is  the)  queen  ;  (among 


gaveit  up  and  (were  the)  gainers.  (On  our) 
arrival  at  Liverpool  we  found  that  (in  our) 
haste  (we  had)  left  our  passports  at  home; 
(but  we)  have  no  need  of  them  (at  all),  nor 


all)  people,  the  Parisians  (are  the)  most !  do  I  think  (they  will)  be  needed  (in  all) 
charming,  and  (among  all  the)  nationaZities,  ]  our  travel.  If  (you  will)  lelieve  it,  the 
France  (is  the)  most  unique  (It  will)  Hortons  are  in  Amsterdam.  (Can  your) 
please  you  to  study  her  (in  all  the)  charac-  \  imagination  grasp  the  idea  ?  (Of  all  the) 


teristics  she  presents.  (We  will  be)  (at  the) 
Continental  (on  or  before)  the  first  of 
August.  (When  will)  JQVL probably  arrive  ? 


unlikely  events,  this  was  the  most  unlikely, 
and  (of  all  their)  many  plans,  (this  is  the) 
wisest.  (Had  we)  known  it  (in  time,)  we 


(Why  do  you)  linger  (so  long)  in  England  ?  ]  might  have  fixed  them  (at  our)  hoteZ,  and 
(Where  do  you)  go  from  London  ?  (Could  i  (were  we)  to  remain  (through  the)  week, 
we)  join  you  there,  or  (ought  we)  (to  go)  I  we  might  do  it  yet.  (They  are)  very  com-' 
directZv  to  BerZin  ?  (Which  will)  be  the )  fortable,  however,  quite  (as  much)  so  sis 
better  ?  If  (you  will)  call  (upon  the)  i  (we  are,)  (which  youi)  good  sense  will  tell 
American  Consul,  (you  will)  find  Zetters  '  you  is  sufficient.  (Are  wo)  Zikely  to  see 
and  (he  will)  be  glad  to  serve  you.  (It  you  in  Pans  (at  or  near)  the  time  we  men- 
will  be)  veil  (among  all  the)  rest  to  culti-(  tioned,  and  (do  you  understand)  that  (you 
vate  him.  (Do  you)  find  the  weather  \  will)  come  to  us  ?  (If  our)  words  were 
agreeable,  and  (can  you)  Zive  (in  the)  open  weak  (we  will)  strengthen  them. 


air  (as  much  as)  you  desired  ?    Where  (are 
the)  Johnsons,  and  (what  are)  their  plans 


(Very  sincerely  yours,) 

[Student's  name.l 


BY  MRS.   L.   H.   PACKARD. 


No.  31. 


LESSON    XXXI. 


Phrases. 


FINAL    HOOKS. 

167.  Of  and  have  are  added  by  the/ 
hook  to  both  straight  and  curved  stems, 
though  it  is  used  on  curved  stems  in  only 
a  few  cases. 

Part    of....>? could  have 

may   have.. ^TTX... we  have .-^ 

1G8.  And.  an,  own,  been  and  than  &rv 
addr'l  by  the  n  hook  to  straight  and 
curv  d  stems. 

In  an he   and.<rTTi. .our   own..r^T 

I  f 

have  been...?? other   than..... 


Part    of  their.....\>. day   after....!.. 

could    have,     their.... 


172.  Not  is  added  by  the  n  hook   and 
halving. 

Did  not.      should  not. ...... .will  not.^.. 

173.  Another  is  added  by  the  n  hook  and 
lengthening. 

By   another... A.. ..for   another. JL 

in  another — 


IN   CURL. 

174    In  before  s<  me  is  represent    by  he 
in  curl. 


109.    There,  their,  they  are  and  other  are 
added  to  straight  stems  by  the  tr  hook. 

Are   there ?. by   their.. „ 

each  other... .y... which  they  are.C/. 

170.  Of  the  and  hate  the  are  added  to 
straight  stems  by  the  ®  hook  and  halving. 

Part    of   the...N out    of  the..A 

:could  have  the .what  have  the.!/.., 

171.  Of  their \  have  their  and  after  are 
added  To  straight  stems  by  the/ hook  and 
lengthening. 


In  some  measure. 


COMPOUND   HOOKS.. 

175.  A  small  hook  within  a  ter  hook  rep- 
resents than,  been  or  own. 

Rather  than.^^Jaetter  tharv  .y 

176.  A  small  hook  within  a  v  hook  rep- 
resents been. 

cJ 

May  have  be  en. <22  .shall   have   been. 


^.... 


52 


LESSONS   IX   MUXSOX  PHONOGRAPHY. 


...-  And 


Been  ..<!_.**... 


* 


There  .V....' 


.77^* .Their.. i.... 

...V.*.  They  are  ^?. .(/ . .  o.x. Other  J.. 

V  ^  P  I 

o    o  0     M    , 
kV 


Of  the—it  \.     £,. 

C 


.....  Have 


the V*.  Of  their 

6 


ji..Have  their — there. 
.  After  . 


"3 


ITot.Z..,    J..J..., ^..C.^.^_.£. 

i  J      L> 


.x Another .; 


In  some 
ar^i^rr Been 


—  than—  -own.,  V:...^...  ...... 


been--^-^- , 


•W 


J 


Cblldren's  Books. 


.^. 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.   L.   H.  PACKARD. 


No.  32. 


LESSON    XXXII. 


Lack  of 

each  of 

side  of 

inside  of 

outside  of 

capable  of 

ail  of 

think  of 

know  of 

state  of  the  case 

out  of  business 

on  the  subject  of 

in  the  city  of  New 

York 
may  have 
you  have 
but  have 
what  have 
which  have 
each  have 
could  have 
shall  have 
should  have 
did  you  have 
as  long  as  you  have 
for  an 
if  au 
from  an 
on  an 
your  own 
their  own 
from  our  own 
had  been 
having  been 
longer  than 
sZower  than 
larger  than 
any  more  than 
where  there 
where  they  are 
can  their 
oetvreen  their 
but  they  are 
each  other 
that  there  has  been 
we  will  be  there 
had  you  been  there 


Had  you  gone  there 
can  there  be 
did  you  remain  there 
in  ail  other  cases 
much  of  the 
for  the  sake  of  the 
may  have  their 
did  have  their 
day  after  day 
week  after  week 
Saturday  afternoon 
they  did  not 
may  not 
it  may  not  be 
may  n  ot  have  been 
could  not 
you  are  not 
at  another 
still  another 
should  another 
at  another  date 
in  another  way 
that  have  been 
much  better  than 
at  all  tbeir  own 
should  never  have  been 
it  may  have  been 
they  may  have  been 
that  there  may  have  been 
greater  than 
part  of  the 
on  the  part  of  the 
on  the  part  of  their 
alongside  of  their 
out  of  the 
out  of  their 
state  of  the 
state  of  their 
in  some  other  respects 
take  care  of  the 
take  care  of  their 
any  more  than  their 
out  of  their  own 
out  of  your  own 
the  other  side  of  the  case 
did  you  have  anything  to 
say 


Fallacies  about   the  Sea. 

(Contractions  and  words  out  of  position,  ex- 
cept aii,  and,  are,  as,  but,  do,for,from,yive,has, 
have,  his,  is,  of,  our,  that,  the,  them,  these,  there, 
was,  which,  loith.  when,  what,  would  are  itali- 
Mzed;  consonants  represented  by  up  strokes 
are  italicized ;  words  to  be  joined  in  phrases  are 
inclosed  in  parentheses.  Onl.,  such  phrases  are 
Indicated  as  have  already  been  explained.) 

Every  man  (ought  to)  (cross  the)  ocean 
(at  least)  once  (for  the  sake  of)  finding  (how 
many)  Zies  (have  been) told  (about  it.)  Men 
(may  have  been)  (in  the  habit)  of  telling  the 
truth  (on  the)  Zand,  (but  an)  ocean  breeze 


(makes  them)  ( capable  of  the;  biggest  sto?-i« 
They  see  biZlows  (as  high)  (as  the)  AZps  and 
whales  (as  long  as)  a  church.  (We  havu 
been)  (able  to)  find  some  things  (that  have 
been)  reported  (but  not)  aZl.  (We  have) 
heard  that  seasickness  makes  one  desire  to 
jump  overboard.*  (One  day)  (on  our) ship 
(among  the)  hundred  seasick  passengers 
(there  was)  (not  one)  Zooking  (at  the)  sea 
(as  though)  he  (would  Zike)  (to  get)  (into 
it.)  (We  have  been)  told  (that  the)  saiZsof 
ships  whiten  every  sea  ;  (but  we  have) 
found  (that  the  cry)  of  "Ship — ho!"  (is 
so)  rare  that  it  brings  (all  the)  passengersf 
(to  their)  feet.  (We  have  been)  told  (of  the) 
sense  of  desoZatioa  when  (out  of)  (sight  of) 
land,  but  in  a  popular  steamer  such  a  feel- 
ing is  impossible.  (We  leavej)  a  world  be- 
hind ;  (but  we)  take  aw&rld  (with  us.)  Our 
desire  to  know  how  far  (we  are)  (from  the) 
shore  is  (no  greater)  than  (to  know)  how  far 
the  shore  is  (frcm  us.)  Men  (by  the)  third 
day  on  shipboard  turn  inside  out.  I  refer 
(to  their)  characters,  not  (to  their)  stomachs. 
Their  generosity  (or  their)  selfishness,  their 
courage  (or  their)  cowardice  are  patent. 
What  (variety  of)  mission  !  Since  getting 
(on  board)  some  of  them  have  Zost  (afl 
their)  money.  (Two  or  three)  have  won 
everything  and  (the  others)  have  Zost.  The 
saiZors  (have  been)  a  constant  entertain- 
ment. ||  (They  are)  always  interesting. 
(Each  of  them)  has  a  history.  Sometimes 
his  Zife  (has  been)  a  tragedy,  sometimes  a 
comedy.  (In  his)  Zaugh  (is  the)  freedom 
(of  the)  sea  and  the  wildness(of  the)  wind. 
We  can  hardZy  keep  from  Zaying  hold  with 
these  saiZor  boys  (as  they)  bend  (to  their) 
work  (singing  their)  strange  song,  of  (which 
we)  catch  (here  and  there)  a  stanza. 
Heaven  (give  them)  a  steady  foot  while 
running  (up  the)  sZippery  ratZines  to  reef 
the  topsail ! 


•  are  written  in 


*  All  words  beginning  with  over  are  wj 
first  position  without  regard  to  accent. 

t  n  is  omitted. 

*  Leave  must  bo  vocalized  to  distinguish  it 
from  live. 

I  Second  n  omitted. 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


BY  MRS.   L.   H.  PACKARD. 


No.  33. 


L.ESSON    XXXIII. 


Phrases. 


TICKS,    BRIEF    SIGNS,    FOUKTH   POSITION. 

177.  A  tick  is   a  straight  stroke  one- 
fourth  the  length  of  a  T,  and,  with  the  ex- 
ception of  the  tick  for  who-m,  unshaded ; 
a  brief  sign  is  half  a  small  circle. 

178.  There  are  five  ticks  and  four  brief 
signs  used  in  phrases.     Two  of  the  ticks 
(/,  of,  who,  whom)  are  used  independently 
and  have  already  been  given. 


of.. 


A,  an,  and. . .%r=^=  'who,  whom._ „ 

The,       ..'.T we  would,  way'.'....- 

You,  your.C.V ; 

179.  The  tick  for  I  must  always  be  in 
the  direction  of  CH  or  upward  R.  It  does 
not  govern  position,  but  the  word  which 
follows  is  written  in  position.  It  is  joined 
initially,  finally  or  between  words. 

I  hope.^s.I   believe.^.!   suppose.. ?>».._ 

I   am .1  kno-«./v_^ Jf   J  mayv     ___^, 

>^v 

1  SO.  The  tick  for  I  is  always  written  up- 
wa  -d  before  can  and  could  and  downward 
before  am. 

^*"^x 

I   canfTTT.I   a*m. ...„_!   cannotCT.J.  am^jTptri 

181.  The  tick  for  I  takes  the  v  hook  for 
have,  the  I  hook  for  will  and  the  n  hook  for 
not — always  being  written  downward  for  / 
have  and  upward  for  I  will. 

T  win  .^  Trl  will  not.^.,..,I  have...{...« 

182.  The  tick  for  a,  an  and  and  is  not 
ioined  to  stems  initially.  (This  was  formerly 
aone,   but  i?  now  discarded  by  practical 


phonographers.)  It  may  be  written  up- 
ward or  downard,  in  the  direction  of  Pr 
CH  or  R.  It  may  be  joined  initially  to- 
circles  or  other  ticks.  When  joined  to  a 
circle,  the  circle  governs  position. 


under  a.>?T—  r-^.^f  or   a 

183.  The  tick  is   seldom    used  for  an 
when  the  n  hook  can  be  used. 

184.  The  tick  for  the  is  never  used  alone 
nor  initially.      It  is  used  when  the  cannot 
be  represented  in  a  phrase  by  halving  or  by 
changing  a  circle  to  a  loop;  that  is,  after  a 
double  length,  halt  length,  loop  or   stem 
that  does  not  make  an  angle  with  the  pre- 
ceding stem. 

Against   the...r-no.....  under 

after   the..  .\^__  around   the..  "?. 


185.  When  the  con  or  ing  dot  wou.u  be 
used,  /,  of,  a,  an  or  the  may  be  prefixtd  or 
added  by  writing  the  tick  in  the  place  of 
the  dot. 


Posting   the..^... mastering  the. 
beating   tha.v putting  a 


____         ____  ........ 

\.  V 

^ 
Date  of  contract!-.-  of  committeo-' 


I  commend..- 


I  condemn 


186.  The  tick  for  of,  always  written 
downward  when  standing  alone,  when 
joined  in  phrases  is  written  either  upward 
or  downward  (according  to  convenience  in 
joining,)  but  always  in  the  direction  of  CH- 


Of  that  .......  .of  each..l..of  my  own,....  ...........  .. 

187.  The  ticks  for  of,  who  and  whom, 
unlike  the  J  tick  and  the  brief  signs, 
govern  position  ;  that  is,  if  joined  initially 
must  be  in  the  same  position  as  when 
written  alone. 


55 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


188.  The  tick  for  who  or  whom,  in  the 
-direction  of  CH  is  the  only  shaded  tick,  and 
is,  of  course,  always  written  downward. 

'.ViTio   are..,,.. who  will.,,  who  have.., 
1  /  C 


v/ho  will   have.        .who  will  not..    ....3 


who  are   not... 


189.  The  right  or  left  half  of  a  small 
circle  (according  to  convenience  of  join- 
ing is  used  for  we  and  would  initially, 
medially  and  finally,  and  for  way  finally. 

We   can,.iT7..we  d,id_not .we   should^... 

J 


we  wish. 


I-JL..H  would  be i 


Another  way the   other  way.. 


r 

small 
,  me- 

mayyvr^.you  knowys^you   shaltr^.. 


190.  The  upper  or  lower  half  of  a  small 
circle  is  used  for  you  or  your  initially,  me- 
dially and  finally. 


if  "you  were   there 


.  -/<?- 


191.  The  brief  sign  is  generally  used  at 
the  end  of  a  phrase  if  convenient,  but  if  a 
word  follows  you  or  your  that   can    be 
written  with  a  hook  the  stem  is  used  for 
you  or  your  in  order  to  provide  a  place  for 
the  hook. 

192.  Ticks  and  brief  signs  are  combined 
with  each  other  and  with  circles  and  loops. 
It  is  important  to  remember  that  the  tick 
for  I  and   the  brief  signs  do   not,   when 
used  initially,  determine  the  position  of 
the  phrase,  unless  in  case  of  ticks  being 
used  exclusively  when  the  first  is  written 
in  its  own  position. 

193.  In  the  phrase  how  would,  and  in 
that  only,  how  is  represented  by  a  tick. 


195.  Only  words  containing  a  full  length 
or  double  length  stem  are  written  in  the 
fourth  position. 


How  would.  _.„ 


who  would.  ... 


194.  To  write  any  word  containing  a  full 
"length  stem  so  that  that  stem  will  come 
ep^irely  below  the  line  shows  that  to  or  too 
precedes  it.  This  is  called  the  fourth  con- 
sonant position. 


To  be...v to  do... too  cheap. 

\ 


:*..A,   an, 


4-v 


>.,...  The 


:z..x,._......  or  ..i. 


.. 
Va 


Who, whom 


O 

,  would,  way... 


To,   too   ..  ....  .....  ..  ..........................  ...  .......  x. 


.. 

\ 


LESSONS  IN  MUNSON  PHONOGRAPHY, 


BY  MRS.   L.   H.   PACKARD. 


No.  34. 

LESSON 

XXXIV. 

we  wish                            and  I  have 

if  we                                and  I  have  not 

if  we  take                        and  I  will 

we  do                               and  I  will  not  be 

I  gay 

they  would 

we  fear                            I  think  there  was  a 

J  object 

she  would 

should  we                        I  would  have  been  there 

I  wish 

she  would  be 

^_  

I  said  so 

that  we  think 

I  hope 

we  would 

Value    of    Persistence. 

I  propose 

it  would  be 

(Contractions,  words  out  of  position  except 

I  confess 

any  way 

an,  and,  any,  as,  but,  can,  could,  do,  for,  from,  go. 

I  contend 

in  their  way 

had,  has,  have,  he,  hin,  1,  is,  of,  own,  that,  the,  them 

I  know 

this  way 

there,  time,  was,  were,  what,  where,  who,  which, 

I  know  there  is 

her  way 

will,  with,  without,  would,  your,  yours,  and  con- 

I may  as  well 

in  this  way 

sonants  to  be  represented  by  up  strokes  are 

I  may  have  been 

you  might 

italicized  ;  words  to  be  joined  in  phrases  are  in- 

1 may  mention 

you  might  not 

closed  in  parentheses.) 

I  thought  that 
1  understand 

you  should  say 
you  cannot 

(I  feel)  (as  if)  it  (were  not)  (for  me)  (to 

I  think  you  have  been 

you  could  tell 

record)  how  hard  I  worked  (at  that)  tre- 

I do  not  understand 
I  did  not  think 

you  did  not  know 
you  recall 

mendous  short-hand.     (I  will)  only  add  (to 

should  I 

you  find 

what)   (I   have)   already   written  (of  my) 

may  I 
may  I  not 
that  I  was 

you  mean  to  say 
your  intention 
you  say  you  can 

perseverance  (at  this  time)  (of  my)  Zife  and 
(of  a)  patient  and  continuous  energy  which 

if  I  may  not 

you  say  you  must 

then  began  (to  be)  matured  within  me  and 

on  a 
by  a 

you  see  there  is 
of  them 

which  (I  know)  (to  be)  the  strong  (part  of) 

to  a 

of  yours 

my  character,  if  it  have  any  strength  (at 

with  a 
upon  an 

of  us 
of  mine 

all,)  (that  there),  on  booking  back,  (I  find) 

before  an 

of  many 

the  source  (of  my)  success.     (I  have  been) 

more  than  a 
father  ;ind  mother 

of  such 
of  course 

fortunate  in  worldly  matters  ;  but  (I  never) 

hither  and  thither 

of  a 

(could  have)  done  what  (I  have  done)  (with- 

made the 
hide  the 

some  of  the 
sort  of 

out  the)  habit  of  punctuaZity,  order  and 

meet  the 

point  of  contact 

diligence  —  (without  the)  determination  to 

hate  the 

spoken  of 

concentrate   myself  (on   one)   object  (at   a) 

like  the 
after  the 

many  of 
weight  of  evidence 

time  which  I  then  formed.     The  man  who 

bidding  the 

who  will 

reviews  his  Zife  as  (I  do)  mine,  in  going  on 

putting  a 
cheating  an 

against  the 
mastering  an 

here  from  page  (to  page)  had  need  (to  have 

assisting  the 

sequestering  a 

been)  a  good  man  indeed  if  (he  would  be) 

arresting-  a 
since  I  have  been 

to  save 
to  receive 

spared  the  sharp    consciousness  of  many 

we  think 

too  deep 

opportunities      wasted,     many     perverted 

we  saw 
we  shall  be 

and  a 
and  I 

feelings    constantly    at   war   (within    his) 

shall  we  be 

and  the 

breast  and  defeating  him.     (I  do  not)  hold 

we  should  have 

and  as  I 

one  natural  gift,  (I  dare  say,)  that  (I  have 

we  shall 

and  as  a 

° 

shall  we  say 

and  is  a 

not)  abused. 

57 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


Whatever  (I  have)  tried  (to  do)  in  Zife  (I 
have)  tried  (to  do)  well ;  whatever  (I  have) 
devoted  myself  to,  (I  have)  devoted  myself 
to  completely;  in  great  aims  and  smaZl  (I 
have)  aZways  been  thoroughly  in  earrest. 
(I  have  never)  believed  it  possible  that  any 
natural  or  improved  ability  can  claim  im- 
munity (from  the)  companionship  (of  the) 
steady,  plain,  hard-working  qualities,  and 
hope  to  gain  its  end.  (There  is  no  such) 
thing  (as  such)  fulfillment  (on  this)  earth. 
Some  happy  taZent,  some  fortunate  oppor- 
tunity may/orm  the  two  sides  (of  the)  Zad- 
der  (on  which)  some  men  mount,  (but  the) 
rounds  (of  that)  Zadder  (must  be)  made  of 
stuff  to  stand  wear  and  tear;  and  (there  is 
no)  substitute  for  thorough-going,  ardent 
and  sincere  earnestness.  Never  to  put  one 
hand  to  anything  (on  which)  (I  could) 
throw  my  whole  self,  and  never  (to  affect) 
depredation  (of  my)  work,  whatever  (it 
was,)  (I  find)  now  (to  have  been)  my  gold  en 
rules.  — DICKENS. 

lUake    Occasion. 

Young  men  (talk  of)  trusting  (to  the\ 
spur  (of  the)  occasion.  Occasions  cannot 
make  spurs,  young  gentlemen.  (If  you)  ex- 
pect (to  wear)  spurs  (you  must)  win  them. 
(If  you)  wish  (to  use)  them  (you  must) 
buckle  them  (to  your  own)  heels  (before 
you)  go  (into  the)  fight.  Any  success  (you 


may)  achieve  (must  be)  (of  your)  own  earn- 
ing. (It  is  not)  worth  the  having  unless 
you  fight  (for  it.)  Whatever  you  win  in  Zife 
(you  must)  conquer  by  (your  own)  efforts ; 
and  then  (it  is  yours) — a  (part  of)  your, 
self. — G  ARFIELD. 

What   an  Educated  Man  Ought  to 
Know. 

An  educated  man  (ought  to)  know  three 
things.  First,  where  (he  is) — (that  is  to- 
say,)  what  (sort  of  a)  icorld  (he  has)  got 
into  ;  how  large  (it  is  ;)  what  kind  of 
creatures  Zive  (in  it)  and  how  ;  (what  it  is) 
made  of  and  (what  may  be)  made  (of  it.) 
SecondZy,  where  (he  is)  going — (that  is  to 
say,)  what  chances  or  reports  (there  are)  of 
any  world  besides  this ;  what  seems  (to  be) 
the  nature  (of  that  other)  icorld.  Third  Zy, 
what  (he  had)  best  do  (under  the)  circum- 
stances— (that  is  to  say,)  what  kind  of  fac- 
ulties he  possesses ;  (what  are  the)  present 
state  and  wants  of  mankind ;  (what  is  hisv 
place  (in  society ;)  (what  are  the)  readiest 
means  (in  his)  power  of  obtaining  happiness 
p.nd  diffusing  it.  The  man  who  knows 
these  things  and  (has  his)  will  so  subdued 
(in  the)  Zearning  (of  them)  (that  he  is)  ready 
(to  do)  (what  he)  knows  he  ought  (is  an) 
educated  man ;  (and  the)  man  who  knows 
them  not  is  uneducated,  though  he  could, 
talk  (aZl  the)  tongues  of  Babel. — RUSKIN. 


t 
A. 


J..0..:v. 


c 


. 


...1C. 


n 


-S 


.Qi::.1 


r 


59 


r- 

I 


.r. 

<Ls"         •? 
-j-1-      f      -< 


_C-_ . 


L c-^,/2./ 


r 


V 


A       /^_Sr..^./r:> 


^r 


...L ^.G 


_. 


..V 


.C. 


1    I 

— -^rxsr^J- 

)^?~:.^  '/  * J^    ^  _'_?     ' 

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, 


E.  151 — The  "helper,"  as  he  empties  each  sack  on  the  distribut- 
ing table,  arranges  the  packages  with  the  addresses  towards  the  sorter. 
This  is  called  "  facing"  the  mail,  and  the  operation  of  placing  it  in  the 
pigeon-holes  is  known  as  "  throwing."  Removing  the  distributed 
pieces  for  delivery  is  "tying  out,"  and  the  printed  labels  attached  to 
every  package  of  fifty  or  a  hundred  letters,  and  which  the  sorter 
stamps  \\ith  his  name  and  official  designation,  so  that  any  errors  in 
separation  may  be  charged  against  him,  are  called  "  facing  slips." 

E.  1 52 — Some  idea  of  the  magnitude  of  the  service  may  be  gained 
from  the  fact  that  the  Chicago  post-office  alone  serves  out  50,000  of 
these  slips  to  the  clerks  of  the  Sixth  Division  every  day.  It  is  to  the 
interest  of  every  clerk's  reputation  and  standing  to  see  that  his  stint  is 
performed  and  all  his  mail  properly  distributed,  tied-out  and  label- 
led before  he  reaches  the  end  of  his  run.  The  work  is  apportioned  so 
that  each  number  of  a  crew  has  an  equal  share. 

E.  153 — But  in  case  more  mail  is  received  than  can  be  handled, 
a  report  is  made  of  the  number  of  sacks  unvvorked  and  the  clerk  in 
charge  on  the  connecting  run  receives  a  memorandum  to  that  effect. 
This  official  gives  his  attention  first  to  his  own  regular  work  and  then 
to  that  in  arrears,  which  he  makes  a  strong  effort  to  clean  up.  If  he 
fails,  he  hands  a  slip  to  the  foreman  of  the  crew  with  whom  he  con- 
nects, and  if  the  run  of  the  latter  end  at  a  terminal  point,  such  as 
Chicago  or  Omaha,  on  the  through  line  from  New  York  to  San  Fran- 
cisco, he  and  his  force  are  bound  to  distribute  every  letter  and  paper 
before  they  leave  the  car. 

The  average  clerk  will  distribute  about  2,000  letters  or  ten  sacks  of 
1 50  pieces  each  an  hour,  which  means  that  he  will  read  33  addresses 
and  arrange  them  in  their  proper  order  every  minute. 

E.  154 — Letters  are  more  easily  handled  than  papers,  being 
lighter  and  involving  less  physical  exertion  ;  but  the  movements  of  the 
letter-sorter  are  cramped  and  in  the  end  prove  very  tiring.  The  pos- 
tal clerk,  of  all  men,  has  tu  cultivate  a  strong  digestion  and  the  habit  of 
sleeping  soundly  under  difficulties.  He  generally  takes  his  meals  with 
him  and  eats  them  cold  during  the  brief  intervals  he  is  able  to  snatch 
from  his  duties,  or  he  may  leave  the  train  during  the  ten-minute  stops 
at  way  stations  and  snatch  a  hurried  repast. 


80 


E.  155 — In  such  cases,  one  or  more  men  are  always  left  in  charge 
of  the  train,  to  guard  the  mails,  though  the  penalty  of  ten  years  at  hard 
labor  against  mail-robbers  and  the  incorruptibility  of  Federal  juries 
have  proved  effective  in  preventing  attempts  at  theft.  Attacks  on 
clerks  are  rare.  In  an  outlying  district  of  Kentucky  the  solitary  agent 
on  a  branch  road  was  recently  fired  at  as  his  train  passed  a  lonely 
spot,  and  his  life  has  since  been  threatened.  He  has  not,  however, 
asked  lor  ptotection,  and  the  Department  has  not  thought  the  danger 
imminent  enough  to  relieve  him. 

E.  156 — On  reaching  the  end  of  his  run.  the  clerk  is  required  to 
register  again.  The  rules  on  this  point  are  very  strict.  A  failure  to 
register,  even  though  the  work  were  executed,  would  involve  a  loss  of 
pay  for  the  trip,  unless  a  good  excuse  were  forthcoming,  the  object  be- 
ing to  make  sure  that  the  full  run  has  been  performed.  At  terminal 
points  dormitories  for  the  railway  clerks  are  provided  in  the  post-office 
building,  and  to  these  they  repair  immediately  on  arrival.  Their 
names  are  registered,  with  the  hour  at  which  they  wish  to  be  called, 
and  a  watcher  is  in  attendance  to  wake  them.  On  long  runs  they 
are  frequently  compelled  to  sleep  in  the  cars,  in  which  case  they  sleep 
on  an  improvised  couch  of  empty  mail  sacks.  Smoking  in  trains  or  the 
use  of  cooking-stoves  is  not  permitted.  This  rule  is  rigidly  enforced 
on  such  lines  as  the  New  York  Central,  where  cars  have  been  burned 
through  the  careless  handling  of  lights. 

E.  157 — Strangers  are  also  forbidden  to  enter  the  postal  cars,  and 
those  admitted  on  passes  are  registered,  checked  and  reported  on  like 
any  other  consignment  of  mail  matter.  The  regulation  requiring  the 
wearing  of  a  uniform  cap,  with  a  gilt  badge  bearing  the  initial  letters 
of  the  words  "  Railway  Mail  Service,"  is  practically  a  dead  letter  and 
will  probably  be  repealed  since  the  cars  are  generally  so  hot  that  all 
superfluous  clothing  is  dispensed  with.  Errors  are  charged  up  against 
each  clerk,  and,  if  numerous,  are  punishable  by  fine  or  otherwise. 

E.  i  58 — The  clerks  are  nearly  all  hard-working,  good-natured  and 
intelligent — full  of  anecdotes,  as  becomes  men  who  travel  sometimes 
90,000  or  100,000  miles  a  year,  and  whose  memory  for  general  infor- 
mation is  strengthened  by  the  severe  drill  to  which  it  is  constantly 
subjected  in  their  business.  Some  of  the  older  hands  dispense  altogether 
with  the  use  of  labels  on  iheir  cases  (although  this  is  an  infringement, 
of  the  regulations),  and  intrepidly  perform  their  long  journeys  with  no 
written  memoranda  of  schedule  changes. 


81 


E.  159 — A  fortnightly  magazine  is  published  in  their  interest. 
From  the  Washington  office  a  daily  bulletin  is  issued,  occupying  one 
and  sometimes  two  quarto  sheets,  giving  the  names  of  post-offices  es- 
**bHshed,  changed  or  discontinued,  general  orders,  railroad  extensions, 
''~i  A,  c;r.  :iion  schedule  is  also  supplied  to  the  men  once  a  week- 
containing  the  time-tables  in  detail  of  the  different  railroad  post-offices 
and  list  of  express  pouches,  and  calling  special  attention  to  all  changes. 
Clerks  in  charge  are  required  to  notify  the  Division  Superintendent  of 
all  changes  in  schedule  on  their  lines.  Order-books  are  kept  of  all 
points  where  clerks  register  their  names.  But  the  document  which 
most  interests  individual  members  of  the  force  is  the  little  half-sheet  of 
case  examinations,  containing  honorable  mention  of  those  who  during 
the  month  have  distinguished  themselves  !n  correct  distributions  of  the 
test  cards. 

E.  160 — It  is  the  service  roll  of  honor,  and  involves  the  same  dis- 
tinction as  among  soldiers  is  conferred  by  mention  in  despatches.  The 
General  Superintendent  further  gratifies  those  highest  on  the  list  by  a 
personal  letter  of  congratulation.  The  oldest  clerk  is  George  W.  Put- 
nam, now  well  on  in  the  sixties,  who  runs  between  Cleveland  and 
Toledo  in  connection  with  the  New  York  and  Chicago  Railroad  Post- 
office.  When  first  appointed,  he  had  entire  charge  of  the  baggage, 
mail  and  express  between  Buffalo  and  Toledo,  and  attended  to  all  the 
business  himself. 

E.  161 — There  now  are  nine  carloads  of  mail  alone  passing  over  the 
same  road  every  day,  and  these  give  employment  to  a  large  force  of 
clerks.  The  heaviest  postal  route  on  any  railroad  in  the  world  is  over 
the  New  York  Central.  A  train  leaves  every  morning  at  4.35,  carrying 
the  daily  papers  from  New  York  to  Buffalo.  A  local  train,  leaving  at 
8.30,  drops  the  mail  at  stations  between  those  points.  At  8.50  a  fast 
train  starts  with  two  sixty  feet  postal  cars  containing  mail  for  the 
Western  States. 

E.  162 — Again,  at  9  P.  M.,  there  is  the  west-bound  flyer  which  makes 
the  connections  for  California.  A  crew  of  sixteen  clerks  accompanies 
it  as  far  as  Syracuse.  There  they  are  relieved  by  twelve  others,  who, 
at  Cleveland,  give  place  to  ten  more.  The  train  reaches  Chicago  in 
twenty-seven  hours  forty-five  minutes,  and  is  the  heaviest  mail  carrier 
in  the  world.  The  east-bound  fast  mail,  leaving  Chicago  over  the  same 
line  every  morning,  makes  the  run  to  New  York  in  twenty-five  hours 
thirty-five  minutes,  and  by  the  time  it  arrives  every  letter  is  sorted  for 
delivery  to  the  different  city  stations.  A  few  large  firms  and  corpora- 
tions in  New  York  have  secured  the  privilege  of  a  special  separation. 


82 


E.  163 — The  quantity  of  letters  travelling  East  and  West  from  day 
to  day  is  about  the  same,  though,  as  the  great  publishing  centres  are  all 
in  the  East,  the  paper  mail  westward  is  naturally  much  heavier.  Pos- 
tal cars  vaty  in  length  from  forty  to  sixty  feet,  and  are  named  after 
prominent  statesmen  or  postal  officials.  Formerly  they  were  all  painted 
white,  but  they  needed  scrubbing  so  often  that  the  railroads  are  now 
allowed  to  color  them  the  same  as  their  other  cars  ;  396  mail  cars  are 
in  use  in  the  service,  with  94  in  reserve;  also  1,680  apartment  cars, 
with  a  reserve  of  485,  making  a  total  of  2,655. 

E.  164 — The  difficulties  railway  clerks  encounter  in  disposing  of 
letters  are  akin  to  those  of  the  ordinary  postal  officials.  Women  who 
mark  letters  "  in  haste,"  and  leave  out  the  name  of  the  town  for  which 
they  are  intended,  and  cranks  who  write  addresses  in  rhyme,  or  experi- 
ment with  white  ink  on  black  paper,  furnish  only  a  part  of  their  trials. 
A  letter  was  recently  handled  on  the  Lake  Shore  Road  bearing  this 
rebus-like  superscription  : 

Wood 

J 
M?.s? 

E.  165 — Every  clerk  of  course  prides  himself  on  being  a  better 
guesser  than  his  neighbor,  but  it  was  only  after  a  series  of  profane  ex- 
plosions that  the  champion  guesser  in  the  service  correctly  interpreted 
his  to  mean,  "J.  Underwood,  Andover,  Mass."  A  correspondent  in 
a  Chicago  grocery  firm  was  evidently  in  possession  of  their  business 
card,  for  this  is  what  he  wrote  on  an  envelope  : 

J.  Smith.       J.  Smith  &  Co.       E.  Smith. 

Fine  groceries  a  specialty. 

Superior  brands  of  California  wines. 

Our  representative  will  call  on  you  shortly. 

Chicago. 

E.  166 — General  Superintendent  Bell  has  been  at  the  head  of  the 
service  only  since  last  March,  but  he  is  already  one  of  its  most  popu- 
lar members.  His  compact,  sturdy  figure,  round  face,  bright  eyes  and 
spectacles  are  well  known  on  several  thousands  of  miles  of  mail  route, 
and  his  untiring  energy  and  genuine  personal  interest  in  the  work  stimu- 
late all  with  whom  he  comes  in  contnct.  Mr.  Bell  was  born  at  Reading, 
Penn.,  about  fifty  years  ago,  and  mingles  a  Teutonic  strain  with  his 
Scotch-Irish  blood. 

83 


(Lovv\vcvcV\oub. 


According .TTI artificial.. 

— -i  — -j   — -, 

acknowledge  . . . . .  .77?. _ . .  / r? as  .. 


administratrix'.  l-T^_?r^?.._  ,..astonish-ed ., 


advantae 


./././    .^.Ja...  ..awe..A.l.-.:l_.^.. 

)  Y-       ' 

advertise.  A..  JL?-.<h  A.. 

^""^                                                                \ 
almost Bankrupt  .?TT?X 

already. .iTT. ,.  bankruptcy  ..X-^\  .._ 

altogether baptism  __?7?^ 

among  .  .s-^  .  .s-^ because 


atrif...  and 

angel.  J..1L.JL-...  ,,  .before.  \.V?. 


antagonistic began... 

archangel . . .  A begin ...._ 

archbishop  ,../4. begun. - 

architect-ure          ..TTT).. ..belief-ve. 

architectural J — . belong... 


aristocracy-tic---^ beneficial  -\. V-- 


benignanJ. .  V children .  ^ 

between  .. .  I . . .  ...  Christian  . . 


r  p 

>eyond  ............  ..  ....................  circumstance  .d 

f 

ishopnc.    \  .............................  circumstantial..: 

brethren  .\  ......  _  ........................  citizen  .  ?. 

irother    A.  -\1-x-  ........................  collect  .c  ---  f~.  ____ 

>ut  .  \  ...................................  come  .  .  ^^,  .  _  ^™ 

......................  ..contingency.! 


Cabinet  ..........................  .......  controversy 

can   ......................................  correct    CT— 

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capable...  .v  ____  V    TT7,  .........  X  ...............  crr 

—  \ 

captain  ......  *  ...........................  could 


catholic  .  county 


eelestial-ly  .G cross-exumme   


certificate 


change    /.  /    l-.J  . .  .^A. .  .^7  .  .^~/      ..  E>oreiiihrr  i«f— » 

characteristic defendant.     I 

charge  /./..-.  \.../>. <lcgree    e_^. 


85 


deliver-f.f|Lf:.J.{\..^^j-..^ during.  /}.. 

rj^  p    o   p  n 

democracy-tic... \~7 dwell   l...^!.  .I...L  — 

democrat  ,loh 

describe  .T^I. Effect  A k — fA — 

description , endeavor  ./tl..>rn..vrT/L. 

;...  especial-Iy..  J. 

did  ...| establish. 

differ-ence-ent  J. . . .  J. .  J . . \£. . .  .^rrl evangelical  ..\ 

u  I  \  IP  I/ 

difficultly..^.,     xrr ever  ...v_. 

dignify  i » ^ j^  -•-[•- execotria , , 

dignity .  .1 experience . 

l__  O          V)         U         U  ,~~, 

— \s  -^\s 

discriminate  L  . .^. extraordinary^ 

.distinguish 4-^f'i .Fact 

1 
D*  (doctor) familiar .( 

doctriheu .  h 

dollar ,,. fanfiliarity. 

"domestic  ..KT&TT? .  February  .  L^ 


8C 


87 


history  ..^J..  .....  .„  ...........  ...  January.  _-l 

home  ^rr^.t-rr/7T:..*rn/r7-.>cr»y  .......  jr.  (junior)  .3 

............................................  jurisprudence-..^ 

i  «.:/. 

immediate  ........  .^...yr.  ........  ......  ...Kingdom  _______ 

importance-t  .............  '..  ..............  .Jcnew 

inartificial-ly...V|lc.y.  .....................  know  ledge  __./. 


indispensable-y  _  .      .............  *  ........  Language 

legislature  .  (-2. 

length-y  ,.7^L  ................  . 


inscribe.  '  ..  long  (adj.) 


insurance  - 


intelligence..^.  .^..V..../. Malignant 

/     \        \o 

intelligent  .'^y..'^-. , manufactory 

interrogatory « ^ manufacture 


is  . .  manufacturer 

o 


88 


Massachusetts  ..T7$_  ......................  now  ..................... 

member,  ^r^.  .............................  .number.  A  .VvV/...\- 


memoranda. 


memorandum. O,oh.L. 

A 


misdemeanor  ..<Ti Ob'ject . 

mistake.  yrrzTT7.,rr*rTv-yrT2rr3-,77TJ^  object'  Y\|-.\A 

Mr.  (mister) objection  \j.\X.. 

mistook ; observation  ._&__ 

movement  .  ..of 


opinion.. V A... .A \. ..av... 

^  ^-i  ^  v    V 

1^^_^ 
_>>_<fCrT---.:TrTT>L  opportunity  .  \  

-—1                                                                    I 
never v owe  ._/___JL __/.__«.., 

nevertheless  .^r 


V" 

"new .../Tfl *.-•---  -----  Parliament... 


New  York  ..jT part   .\.J^..\.™ 


rtext  ,>^a>.... particular 

v-P 

notwithstanding-....?^ peculiar  ..' 


November T\^..... peculiarity 


89 


pecuniary       \        \               .... 

princi  pal-le    °V.  !V  .  I\  .  —T^V  -  -  

people  ^L    V 

privilege    ^  

-X    -|r 

performance      ) 

nrobability    \   T?!\... 

\i 

perpendicular    ^ 

probable-y     \     ..  \  

r  \ 

•perpendicularity.:  p.  

proportion  ...!\.  <K.  

pbonographer     ^^        ...       ..    .. 

public-sh  \  \    \  \  V  V       —  V 

phonographic     ^ 

\  \|  \  \    v)   V~         \ 

phonography  _._  „. 

..Q,ualify  ,.:r.  ._  Sr:/-...^_3 

tplaintiff  ...X  

e_5'    ~\!D 

plenipotentiary  ...^  

..quarter  ,..„  

popnlar-ity  _._\._VT.  \  

.question  .C—  ,,.CLJ?c..C-,».>r3C«_5r^, 

possible-y                       V 

f 

V_             "A 

practicable-y  7T\.  .T7^  .77; 

^  Recollect  -^....^J-.X.  ,  

\                    "^ 
practical-ly        — 

recollection  /  _,                   *.                  <. 

,.        \      \     \    \ 

practice^ 

V                               -\ 

recoverable  /       \»_c^-     \^»«.    > 

preliminary   ^\/~~^   N              .  . 

refer-ence  ^S     ^  

.    \T 

regular    A       j         ^     ,£..     .»»,-. 

\? 

preservation      2i 

regularity  Y.  

90 


F 

satisfactory  '$, 

remark  ....Y7>...b...}77?:..V7X Saviour  ..V_. 

remember >rr^.-W.AfTr^__.  ACTS.-  September.. 

I  P 
<k...-. several  .Aw. 

\ — >, 
remembrance  __.A-r3> shall 

represent. /\.y/\|.>/V. -/A.. ^\..  should 

representation.  _//\i  .sz&i\i signify 

republic-sh  .< 

repugnant  .j?_\ — /.\ — ^../..\ — ST..   ..  similar ... 

)  cr>     cTS 

responsibility  ~ . ^. . .  -Jb -  similarlt y  

A  /\  Q_jT 

responstble-y  r. singular ...-?-_-....-_.       .ST.. 

resurrection  ..xfT.— somewhat  — <rx 

Rev.  (reverend) . x^x, southern _v - 

revolutionary  ./^»/_ speak  ...9. 

/ — 7  % 

Roman  Catholic ._/_. A. special-ly  ..A. 

spoke...\..>o..._V..\ 

San  Francisco , subject    ...A.A..- , 

i"  \ 

satisfaction „ subjection XX 


91 


suggestion.  J_. together ,  ^^-. 

superficial -Iy..5V- transubstantiation  .cL.. 

\J  X 

surprise .J?.^..  . .  truth  1  .pi .  J. . 


swear 

swift  ...  P  ...P y^--s Understood  .."^rrr 

swore _.!j....i United  States 

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HELPS  TO  LEARNERS  OF  MUNSON  PHONOGRAPHY. 


LESSONS  IN  MUNSON  PHONOGRAPHY.— 35  lessons  (including  contrac- 
tions), with  the  addition  of  21  pages  of  reading  matter  (A,  C  and 
E.  see  below),  flexible  cloth $i  oo 

EXERCISE  BOOK,  to  accompany  lessons,  in  form  of  reporter's  note 
book,  with  spaces  for  phonographic  outlines.  This  book  saves 
the  labor  of  writing  about  2,700  words  and  phrases  in  long  hand  30 

LIST  OF  CONTRACTIONS,  with  phonographic  outlines.  12  pages  10 

LIST  OF  CONTRACTIONS,  with  phonographic  outlines  and  "An  Incon- 
sequent History,"  illustrating  them  (with  key),  14  pages  15. 

SHORT  READING  LESSONS,  (in  Engraved  Munson  Phonography.) 

1.  The  English  Tongue.     Words  of  one  syllable     ...  $o  10 

2.  The  Girl  Amanuensis        ..--.-.-.  10 

3.  Fare  in  a  Horse  Car,  illustrated  -*  10 

4.  Return  of  the  Birds          .......         -         -  10 

5.  Daniel  Webster's  Speech  at  Albany     ------  10 

g  (  The  Babies.     Mark  Twain.  | 

}  The  World  We  Live  In.      Talmage.     i 

7.  Testimony.     Taken  from  Mr.  Munson's  Court  Notes          -         -  15 

8.  Law    Forms— Order  of  Court,   Specifications,  Building  Contract 
Guaranty,    Will,  Assignment   and   Transfer,   Referee's   Report, 
Judge's  Charge      .-.-  .....  15 

How  TO  MAKE    A    LIVING.     Reading    book   of   83   pages,    engraved 

phonography,  flexible  cloth  75 

KKY  to  above,  78  pages,  with  number  of  words  marked,   especially 

adapted  to  class  dictation 25 

READING  MATTER,  prepared  for  use  in  Classes,  printed  on  one  side  of  the 
leaf,  and  divided  into  short,  numbered  paragraphs,  including  : 

A.  Short  Words  are  Best.     6  pages           -         -  -         -         -         -       $o  06 

B.  Success  in  Business.     By  Horace  Greeley  28  pages  28 

C.  A  Talk  to  Young  Stenographers.     8  pages  ....  08 

D.  An  Interesting  Reminiscence.     2  pages  -         -        -        -         -        02 

E.  Post-Offices  on  Wheels.     7  pages         .         -  -        .         .     N   .  07 

Sent  on  receipt  of  price. 

S.    S.    PACKARD,    PUBLISHER, 

JOT  East  23d  Street,  New  York. 

94 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

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This  book  is  DUE  on  the  last  date  stamped  below. 


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Form  L9-25m-9,'47(A5618)444 


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AT 
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P12  1  Lessons  in 


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P12  1 


«,    '   * 


